Академический Документы
Профессиональный Документы
Культура Документы
Ashley Mannion
Student Background
Sophia* is a 7 year old first grader at Paradise Elementary. All assessments given to the
student during the course of the semester came from two texts: The Flynt & Cooter
Comprehensive Reading Inventory and Words Their Way. Over the course of the semester, the
student will be tutored in reading and writing literacy. Phonics will also be a component in every
lesson plan.
1. State Standard(s):
● RF.1.2.c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
spoken single-syllable words.
● RL.1.1: Ask and answer questions about key details in a text
● SL.1.2.: Ask and answer questions about key details in a text read aloud or information
presented orally or through other media
● L.1.2.d: Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
● L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
ANALYSIS OF STUDENT WORK 3
2. Teaching Model(s):
● One-on-one support
3. Objective(s):
● The SWBAT distinguish the difference between s, m, r, and b sounds.
5. Instructional Procedures:
a. Motivation/Engagement:
● Read the book Food Fight! to student
● SW answer the following questions during reading:
○ Page 17: Prediction-Do you think Plankton will give up?
○ Page 10-11: Check Prediction.
○ Page 21: Do you think Plankton will steal the secret recipe?
b. Developmental Activities or Learning Experiences:
● Administer the Reading Attitude Survey to student
○ Student should color in one of the facial expressions depending on their
attitude towards the question
● Administer the Interest Inventory to student
○ TW write down the student’s answers to the questions
● Play the phonemic awareness soundline game with student
○ SW observe the picture card and determine what it is
○ SW say beginning sound of the word and place in the correct column s, m,
r, or b
● Administer the Primary Spelling Inventory (PSI) to student
ANALYSIS OF STUDENT WORK 4
8. Homework Assignment:
● Student to read at home.
9. Reflection:
a. Strengths:
ANALYSIS OF STUDENT WORK 5
● The student strongly recognizes initial and final consonant sounds. When I gave
the Primary Spelling Inventory (PSI), the student aced all the words that had an
initial and final consonant sound.
● I also noticed that out of all 5 short vowel sounds, the student has over half of
short vowel letter sounds recognized.
b. Concerns:
● In regard to the student’s writing, the student has the letters “b” and “d” confused.
The student knows what the word is but just has those two letters mixed up.
● The student does not recognize the short vowel sounds “e” and “u”.
c. Insights:
● After assessing the student, the student needs help differentiating between the
letters “b” and “d”. For the next lesson, I will include word work for this
weakness. I will stick with CVC words since the student also needs help with
some short vowel sounds.
● The student also needs help with the short vowel sounds “e” and “u”. Most short
vowel sounds are heard in CVC words. I also plan to implement word work with
both of these vowel sounds in the next lesson.
● Since both of these plans are similar, I will be able to combine both of these types
of word work together in one lesson.
The Primary Spelling Inventory from Words Their Way is used to assess the student’s
developmental word knowledge. The purpose of this assessment is to assess “features found
from the emergent stage through the within word pattern stage” (Words Their Way, 2016, p. 27).
ANALYSIS OF STUDENT WORK 6
Results
The student was assessed on 10 words only during this assessment. Out of 10 words, the student
spelt one word correctly (1%). Her initial consonants scored a 6/7 (86%) and her final
consonants scored a 5/7 (71%). Short vowels for this assessment scored a 4/7 (57%). One word
in this assessment included a digraph which the student did not recognize, which resulted in a
0%. Two words included blends which also resulted in none being recognized by the student
(0%). Lastly, there were three words in this assessment that had common long vowels which
were not recognized by the student resulting in a 0%. After observing the student’s results, I
would place the student in the early to middle letter name-alphabetic stage. All of her short
vowel sounds are almost recognized and then she will be able to move into working on digraphs.
During the last three words given, the student started to become frustrated and continually
looked to me for help. Although I could not give her any help during this assessment, the student
Teaching Strategy
After assessing the student, I will implement word work strategies into her lessons. She needs
help differentiating between the letters “b” and “d”. The student also needs help with the short
vowel sounds “e” and “u”. I will be able to combine these two weaknesses into one word work
strategy for the student. CVC words will also work best for this strategy since the student does
This word work strategy would meet Common Core Standards for Language. There are two
language standards: L.1.2.d and L.1.2.e. These standards are related to spelling words using
Personal Reflection
The student strongly recognizes initial and final consonant sounds. The first four CVC
words the student was able to write the first and last letter of the word. I also noticed during this
assessment that the student has 3 out of 5 short vowel sounds recognized.
During this assessment, the student came across a few challenges. My first concern was
that the student has the letters “b” and “d” reversed. She also had the letter “p” confused with the
letter “q”. The next challenge the student had was her short vowel sounds for letters “e” and “u”.
Lesson Plan Title: ASW-Session 2 Lesson Plan Topic: Word Study - Short e & b/d
differentiation
1. State Standard(s):
● L.1.2.d: Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
● L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
ANALYSIS OF STUDENT WORK 8
2. Teaching Model(s):
● One-on-one support
3. Objective(s):
● The SWBAT distinguish the difference between the letters ‘b’ and ‘d’.
● The SWBAT orally pronounce and identify the short-e sound in CVC words.
5. Instructional Procedures:
a. Motivation/Engagement:
● Read the book Riches to Rags to student
● SW answer the following questions during reading:
○ Page 9: Prediction-What do you think will happen next?
○ Page 10-11: Check Prediction.
○ Page 13: Do you think they will be able to break the spell?
b. Developmental Activities or Learning Experiences:
● Conduct word study with student
○ TW instruct student on the lowercase letters ‘b’ & ‘d’
○ TW orally produce the short-e vowel sound
○ TW have student spell a CVC word using the letter cards
ANALYSIS OF STUDENT WORK 9
○ Student may need to sound out the word to recognize the sounds
● Administer the Flynt & Cooter Reading Comprehension, Fluency, and Oral
Reading Assessment to student
○ SW read the primer passage silently
○ SW then read the primer passage orally to the teacher
○ TW mark any miscues on the Miscue Grid
c. Closure:
● Buddy read Go Otto Go with student
d. Extension:
● If extra time, SW continue the word study
8. Homework Assignment:
● Student to read at home.
9. Reflection:
a. Strengths:
ANALYSIS OF STUDENT WORK 10
● The student references the illustrations in the text to determine certain words in
the text. This skill alone, without certain vocabulary, makes the student think
about what is going on in the story. Although her comprehension was a little off,
she was able to develop some storyline.
b. Concerns:
● Although the student followed the illustrations, her version of the story did not
match what was actually going on in the story. I asked the student a few questions
after reading, and she talked about her version of the story. The student also has
trouble with kindergarten and first grade sight words and high frequency words.
c. Insights:
● After assessing the student, I believe buddy reading will help the student. If the
student buddy reads with the teacher, she can get the help she needs. Also, the
teacher can introduce reading strategies with the student so that she can gain the
necessary skills to read and comprehend text.
● The student also needs continuing word study for short-e vowel sound and ‘b’ /
‘d’ differentiation. The word study conducted today will be continued in the next
lesson.
The Primer Passage from Flynt & Cooter was used to assess the student’s early reading
processes. The purpose of this assessment is to assess the student’s “vocabulary knowledge, oral
language skills, and whether a sense of story is developing” (Flynt & Cooter, 2014, p. 8).
Results
ANALYSIS OF STUDENT WORK 11
The student was given the Primer Level assessment out of the Flynt & Cooter text. This passage
has a total of 28 words (including the title). When the student finished reading the text, she read a
total of 25 words, which resulted in 3 omitted words. The student substituted a total of 10 words
during this passage (36%). There were no mispronunciations, insertions, or teacher assists (0%).
The combined totals of substitutions and omissions came to 13 errors. To get an accuracy rate for
the student, I subtracted the total errors (13) from the total amount of words read (25) and
divided that number by the total words read. After completing the formula, the student received
an accuracy rate of 48%. The accuracy rate is below an 89% for frustration level, so it’s
concluded that the Primer Level passage is at her frustrational level. To work on the student’s
instructional level, I would have to take the student down to a PrePrimer Level passage.
Teaching Strategy
Based on my results, I plan to use a strategy during reading instruction. One small strategy I’d
like to use with the student is buddy reading. According to my observations of the student, I will
still be able to assist the student so that she does not get frustrated. Within the buddy reading
strategy, I’d like to pick a book out that is at her instructional level. I’ll watch out for books that
include high frequency words, as well as books that have predictable text based on the
illustrations. Another strategy I will use during this time is called “picture walk”. I’ll introduce
the book to the student and inform the student that the pictures can help her determine difficult
This strategy would meet Common Core Standards for Reading and Speaking/Listening skills.
There are three CCSS standards: SL.1.6, RF.1.3.b, & RF.1.3.g. These standards are related to
orally producing sentences, decoding words, and recognizing grade-appropriate spelling words.
Personal Reflection
Since the passage included illustrations, the student was able to use the illustrations to
help her determine what certain words were in the text. She recognizes that skill of illustrations
aiding reading comprehension. The student was also able to tell me a story strictly on the
illustrations alone. She understands what’s going on in the illustrations and knows there is a story
A challenge during this assessment is that the student was not able to comprehend what
she read. After she read the passage, I prompted the student to tell me what she read and her
story did not follow the actual words of the text. I also noticed during this assessment that the
student does not do a lot of tracking when reading. I believe if she tracked during the whole
Lesson Plan Title: ASW-Session 3 Lesson Plan Topic: Word Study - Short e/i &
b/d differentiation
1. State Standard(s):
● L.1.2.d: Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
● L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
● RL.1.1: Ask and answer questions about key details in a text.
● RL.1.2: Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
● SL.1.6: Produce complete sentences when appropriate to task and situation.
● RF.1.3.b: Decode regularly spelled one-syllable words.
● RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
2. Teaching Model(s):
● One-on-one support
3. Objective(s):
● The SWBAT distinguish the difference between the letters ‘b’ and ‘d’.
● The SWBAT orally pronounce and identify the short-e and short-i sound in CVC words.
5. Instructional Procedures:
a. Motivation/Engagement:
● Read the book The Duckling Gets a Cookie!? t o student
● SW answer the following questions during reading:
○ Page 7-8: Do you think Pigeon believes the duckling? Why?
ANALYSIS OF STUDENT WORK 14
○ Page 15-16: Why do you think Pigeon can’t get anything when he asks for
it?
○ After Reading: Do you think Pigeon deserved the cookie in the end?
Why/why not?
b. Developmental Activities or Learning Experiences:
● Conduct word study with student
○ TW instruct student on the lowercase letters ‘b’ & ‘d’
○ TW orally produce the short-e and short-i vowel sound
○ TW have student spell a CVC word using the letter cards
○ Student may need to sound out the word to recognize the sounds
● Administer the High Frequency Word Knowledge Survey to student
○ TW point to a high frequency word and SW orally produce the word.
○ If the student does not recognize the word in 5 seconds, TW circle the
word.
● Conduct a second word study for the word: ‘the’
○ SW say the word ‘the’ any time she sees it on the mini worksheet
○ SW then circle the word ‘the’ any time she sees it
c. Closure:
● Buddy read Pick a Pet with student
○ TW say the title to student
○ TW conduct a picture walk of the book and go over the different animals
in the book
○ TW suggest to student to use the illustrations in the text to determine
higher vocabulary words (the different animals in the text)
○ SW read the text to teacher
○ TW aide the student if necessary
○ SW read the text a second time to teacher
d. Extension:
● If extra time, SW write in their journal
ANALYSIS OF STUDENT WORK 15
8. Homework Assignment:
● Student to read at home.
9. Reflection:
a. Strengths:
● The student was able to recognize some of the high frequency words which made
adjusting instruction a little easier.
● During buddy reading, the student did extremely well. She used the strategy of
looking at the illustrations to help her with difficult words. The word study for the
high frequency word ‘the’ helped her out during reading. I rarely had to aide her
during this time.
b. Concerns:
● The student was tested on 80 words total and only recognized 22 words. Since I
only tutor my student once a week, it makes it hard to know if she really didn’t
recognize the word or was bored. It also concerns me what her teacher is doing in
the classroom about my student in particular.
c. Insights:
ANALYSIS OF STUDENT WORK 16
● After looking at the results of the assessment, I’d like to work on high frequency
words weekly with the student. There’s many different word work strategies and
games I can use with the student. Once I implement this strategy, the student can
start memorizing the high frequency words and retaining them.
The High-Frequency Word Knowledge Survey from Flynt & Cooter was used to assess the
student’s knowledge on high-frequency words. The purpose of this assessment is to assess the
“student’s ability to recognize some of the highest-utility words in print” (Flynt & Cooter, 2014,
p. 68).
Results
The student was tested on 80 high-frequency words. Out of 80 high-frequency words, the student
recognized 20 words. This assessment resulted in a 25%. More than half of the recognized
words were either one letter words or two letter words. Only 80 out of the 100 high-frequency
words were given to the student because the student became frustrated. They also were taking
longer than 5 seconds to recite a high-frequency word and sometimes made no attempt to recite a
word.
Teaching Strategy
Since most high frequency words are learned through memorization, I plan to implement a
weekly word work for the student. Depending on the text we are reading for the week, I plan to
ANALYSIS OF STUDENT WORK 17
pick out 2-3 high frequency words that occur multiple times in the text. I will use a resource that
requires the student to say the word, verbally read it over and over, and circle the word whenever
she sees it. This word work will be implemented before we read the text so hopefully over time,
This word work strategy would meet Common Core Standards for Language. There are two
language standards: L.1.2.d. This standard is related to spelling words using common patterns.
Personal Reflection
A strength I see in the student is that she was able to recognize some high frequency
words, which is better than not knowing any high frequency words. When she recited these
words, she did not need the full five seconds to say the word.
One of the challenges I came across during this assessment was the student’s frustration.
As I pointed to words, there were multiple times the student looked at me for assistance. It’s hard
to see a student struggle and get frustrated, but unfortunately, I wasn’t able to help her.
ANALYSIS OF STUDENT WORK 18
References
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2016). Words their way. Upper
Cooter Jr., R. B., Flynt, E. S., & Cooter, K. S. (2014). The flynt/cooter comprehensive reading