Nicolette Sabatino Instructional Program

Student: M Skill: Fluency (Words Correct Per Minute & Prosody). Initiator: Nicki Sabatino Context: Instruction for this skill will occur during 2nd period in the hallway right outside Academic Resource Classroom, RM. 1174. Instruction will be one on one, and will occur during the first 15 minutes of class time. Materials such as reading passages will be given to M during instruction. Program Objective: In any 1 on 1 instructional setting, when presented with 4th grade level reading passages that have 50-200 words, M will read 85 words correct per minute and will score a 12/16 on the prosody scoring rubric for 10 consecutive school days. Target Behavior: Prosody Criteria: 1. Expression & Volume: Voice volume must be appropriate through text, and make text sound like natural language throughout most of the passage. 2. Phrases: Reads with a majority of good phrasing. Occasional run ons and some choppiness. Reads with reasonable stress and intonation. 3. Smoothness: Occasionally breaks smoothness due to difficult words, can usually self correct quickly. 4. Pace- Generally reads at a consistent conversational pace, occasional mix of fast and slow if needed. If M reads following along these basic guidelines, she will score at least a 3 in all areas, resulting in a total score of 12/16. Generalization: During instruction, we are going to address various types of texts. These texts include textbooks, leisure books, newspaper articles, poems, short passages. To enhance fluency across multiple text dimensions, teaching sufficient exemplars is the main generalization strategy that will be used. Each day during instruction, a different type of text will be used. On Monday, we will work on 50-200 words passages from a textbook. Tuesday, M will read 50-200 word passages from newspaper articles. Wednesday, we will work on poems, and Thursday we will work on instructional passages. By using this

strategy, M is getting practice in multiple contexts, while improving her fluency. While she is increasing her skill, she is also generalizing fluency to multiple texts. Monitoring Data- Data will be looked at on a daily basis, and trends will be the most significant finding. Looking at all of the different types of texts as a whole, I can see where M is not doing as well. An example of this is if I am looking at newspaper articles compared to textbook passages, and notice that her performance is lower in newspaper articles; I can conclude that M needs more practice and instruction with fluency while reading newspaper articles. Rational: Ms teacher expressed in the beginning of practicum that M struggled with reading fluency particularly in her rate and prosody. M is currently placed in a Corrective Reading class which works on reading skills for comprehension and fluency. Her fluency is at a 4th grade instructional level. With more intensive practice with fluency, M will be more successful in automatically and accurately reading passages. It will help her with expression and phrasing while she reads. For example, it will help her read with expression and flow. I feel that with the development of an instructional program consisting of common passages from 50-200 words long, she will improve not only in speed, but prosody as well.

Assessment Procedure: 1. Explain to M what the activity is going to be. M read this passage out loud with good volume and tone as if you were reading to your own classroom 2. Hand M a copy of the 1st narrative passage and keep your own copy so you can keep a running record of her oral reading. 3. Give M a quick summary of the passage. (E.g. Rosa Parks Passage- Okay M, were going to read this passage on Rosa Parks and her contributions to the Civil Rights Movement. Have you heard of Rosa Parks before? Other questions or comments I might add is, ask her if she has heard of the Civil Rights movement as well as if she has ever heard of the story of Rosa Parks on the bus. I will then explain that that is what she is going to be reading about today.) 4. Record the time the passage is started 5. When I say begin, she will read the passage out loud 6. If M does not know a word, tell her the word and have her continue on reading. 7. As M goes through the words, mark any miscues. For words that are substituted, write the substituted word above the correct word. Mark an SC for students who self corrects. Mark an O above a word the student omits. Circle any Prefixes and Suffixes the student drops. Circle words the student does not know. 8. Record the time the passage is finished.

9. Count all the miscues (dont include self-corrections) and find the total number of errors. Record the number of errors at the top of my personal copy of the passage. 10. Subtract the number of errors from the total number of words and that gives you the total number of correct words in the passage. 11. To determine WCPM take the total # of words in the passage x 60 and divide that by the total number of correct words in the passage. This will give you Words Correct per Minute. Record that number in the data sheet given. 12. When she is done reading, score Ms prosody using the Prosody Grading Rubric given to me by my supervisor. Record her prosody score on the data sheet. Assessment Schedule: Before introducing instruction for fluency, conduct baseline until M has a stable performance. After instruction as finally begun, student will be assessed every 5th day of instruction until criterion is met. Instructional Procedure: Instruction will occur every day for 4 days. Probe trials will occur every 5th day. Day 1-4 Repeated Readings 1. Cold Read- First have M read the passage without any prior discussion or preview of the text. Record her Words Correct per Minute on the separate Cold Read Data Sheet. Go to the correct day of the week that the cold read was performed on, and write the number of words correct per minute in the box labeled WCPM and write the total prosody score in the box labeled Prosody on the Cold Read data sheet. Once done recording the scores on the data sheet, graph the number of words correct per minute on the graph labeled WCPM. Then, graph the total prosody score on the graph labeled Total Prosody Score. 2. Background Knowledge- After M reads the passage for the first time, go over what M read. Talk about what some of the words mean and make connections with text e.g. Harrys Hiccups- M, have you ever had the hiccups before? How did you feel about them? How do you think Harrys feels after having the hiccups all day? This helps draw out similarities between Harry and the student helping in making the passage more relatable. 3. Model-Once M and I go over the text, I will model the passage. First, I will read through the reading passage. Before reading I will say M, this is how it should sound while you are reading the passage (e.g. At a specific part in the text where there is dialogue, I will stop and say to M. M I want you to pay close attention and listen to how my voice changes (gets louder and excited) when I say these next 2 lines. When it is your turn to read, try and say these lines just like me.)

4. Echo- Next I will read 2 lines of the reading passage first, and then M will read those 2 lines back. (repeat that for all of the lines within the passage) 5. Echo- This time I would read 5 lines of the reading passage first, and then M would read those 5 lines back. This will be repeated for all of the lines within the passage. a. For both Echo Reads, this is where a lot of individualized focused feedback will occur. (E.g. If there is a specific line I read with expression and tone (e.g. loud and excited), I want M to repeat that type of expression and tone. If she does repeat it, I will give her specific praise for saying the line with great expression and tone. Another thing that can be worked on closely is the type of pronunciation errors M makes, as well as critiquing her prosody. Let M finish reading the number of lines specified (e.g. 2 lines for the first Echo Read, and 5 lines for the second Echo Read). While she reads, I will be marking on my personal copy of the passage where she is making errors. At the end when she has finished reading the number of specified lines, I will direct her to where she made some errors, and try to go over specific feedback of things she did well to. (e.g. Nice Job M! If you go back to the first line, here you said he went to go to the store. The line says he wanted to go to the store. Lets try reading that line again. Another example of feedback could be positive feedback. M, awesome job reading that 5th line. I specifically liked how you said Stop! There was so much energy and sternness in your voice; it was like you were acting the words out! Thats exactly what youre supposed to do! 6. Independent Read- Have M read the entire reading passage independently, but do not time this. While M is reading, mark any spots where M is making errors. When M is done reading, give M specific corrections for any places she may have made errors. For example, M if you go back up to the second paragraph in the 3rd line, you keep switching the the to an a. When you get to this part the next time you read, I want to try and focus on saying the instead of a okay. During instruction, using my personal copies of the reading passages, errors the student made while reading will be recorded on my copies. I will use these records to determine where the student needs additional practice (suffix, prefix, pronunciation of unknown words). This data will be used to help me modify my instructional techniques based on what the students performance is showing. (e.x. If she keeps dropping the past tense suffix ed on words, I want to make sure Im going over that specifically with her while she is reading.) 7. Hot Read- Once that is complete, allow M to read the entire reading passage again, and this time, M will be timed for 1 minute. Once M finishes the entire passage, record Ms WCPM for the correct day in the box labeled Words Correct per Minute and Prosody in the box labeled Prosody for her Hot Read on the separate Hot Read data sheet. Reinforcement: M will receive reinforcement based off a constant ratio schedule. Reinforcement will be given for all parts of the instruction.

1. Praise M for her hard work and effort for doing a Cold Read on the passage. M, you did a very nice job at reading the passage! She will then be given a Kit Kat bar for her participation. Participation will based on if she reads the passage. 2. Reinforce every thought, idea, or connection M makes for discussing the passage being read. Nice thought M! Your making some very good points about the passage, keep going! 3. Participation is based on if she is looking at the passage and following along with what I am reading. Every time M pays attention and follows along while I model the reading passage, she will receive verbal praise for her participation M, you are doing a fantastic job at listening and following along while I read! 4. Reinforce M after she verbally repeats all 2 lines and 5 lines during the Echo Read portion. M, awesome job reading that 5th line. I specifically liked how you said Stop! There was so much energy and sternness in your voice; it was like you were acting the words out! Thats exactly what youre supposed to do! 5. During the Hot Read, after M finishes reading the passage independently, give M verbal praise Good job M, you remembered to add in expression and tone to the dialogue, specifically in the 3rd paragraph, 5th line. When Harry said Ugggggh you actually verbalized and expressed his emotions when you exaggerated the Ugh sound, really good job! Offer her two more Kit Kat bards Faded Reinforcement- All reinforcement will be kept until the student reaches mastery stated in the objection. Once the student reaches criterion, reinforcement will be faded. There are specific target behaviors Im looking for when M reads. For example, I want M to read with a lot of expression and tone while reading dialogue specifically. In the beginning, every time M performs this behavior, she will be praised every time directly after it occurs. Once M has mastered her prosody based of her objective, praise will be faded so that she is not getting reinforcement directly after she performs the behavior. Eventually, once M has mastered her objective, instead of praising M directly after specific target behavior within the instruction activities,(cold read, model, and echo, independent, and hot read), she will receive some sort of verbal praise after each instructional activity takes place. Maintenance: Maintenance is not required because reading fluency is a skill that students will be practicing almost every day.