Natalie Radke 1 Instructional Program

Student: B Skills: Reading Prosody Initiator: Natalie Radke Context for Instruction: Instruction for this skill will occur at the desk in the hallway to the right of the classroom door. Instruction will take place for 10-15 minutes during 8th period. Reading passages will be selected according to Bs current reading level. Once B has mastered the instruction at her current reading level generalization will be assessed using other passages at slightly higher reading levels or of different genres. Skill Sequence:

Phonemic
Isolation Rhyming Blending Segmenting

Fluency

Decoding
Letter-Sound Letter ID

Prosody *
Sightwords WCPM

Comprehension Vocabulary
Inferential Literal

Program Objective: When given a reading at her reading level, B will score no lower than a 9/16 on the prosody rubric for four consecutive probe trials. Generalization: Our goal is for B to learn to read using expression and develop a readers voice when reading any passage whether in a textbook, magazine, newspaper or book of personal choice. The focus will be of reading materials required for class or personal interest. Materials will be kept along the same format as the reading probes staying away from texts heavy in dialogue. Rationale: As a sophomore in high school it is crucial that Bs reading skills improve for completion and success on the ACT next spring. Reading for comprehension and recognizing commonly words in context will improve Bs success in all academic areas. Another goal B has is to maintain a summer job; by improving reading comprehension this goal is more likely to be achieved. She will be able to fill out and understand job descriptions and applications as well as understanding rules and regulations in a companys employee handbook. Overall, improving Bs reading skills will increase her overall confidence inside and outside of school. Assessment Procedures: 1. Take B to the desk in the hallway and explain the task. B, today I want to see how you read. This is not for a grade and there is no pressure, just read the way you would read to your little brother or sister. If you have trouble with a word I will be following along to help you. Try your best! 2. Hand B a reading passage at or below her instructional level and designate a specific stopping point by drawing a line under the last paragraph B should read. Tell her to read until that portion of the passage. 3. As B reads, listen to her tone, speed, awareness of punctuation and overall fluency. 4. Score the reading according to the prosody rubric.

Natalie Radke 3 Instructional Program

5. Provide verbal praise once B has finished reading the assigned portion. Great job, I liked the way you _____(pick out something done well)__________. 6. After scoring the passage explain to B (using the prosody rubric as a guide) some of the goals that she has achieved and some of the points (directly from the rubric) that we still have to focus and pay special attention to. 7. Have B chart her score on her progress graph so she can monitor her progress over the course of the semester (reinforcement). Assessment Schedule: Conduct three reading probes and score according to the prosody rubric until data is stable. Once instruction begins, probe every fifth day. If B scores at or above a 9/16 on a probe, probe on consecutive days until she reaches mastery criterion or falls below 9/16 on prosody rubric then return back to instruction. Instructional Procedures: Each week there will be a designated reading passage read according to the following schedule: Day One: Cold Read B will be briefly introduced to a passage B will read the passage Score her reading according to the prosody rubric. Once finished, explain to B her score according to the rubric. Explain to her areas that she did well and areas where she needs improvement. (Provide verbal praise) B will graph her cold read prosody score on her personal graph. Day Two: Model Read - Briefly review strengths and weaknesses from the previous days cold read. Explain to B to listen to how I read passage. Read passage (pay attention to criteria on prosody rubric). Have B give verbal praise/critique to how the story was read to her.

Day Three: Echo Reading - Review focus points and criteria on prosody rubric from cold read and model read. Read first paragraph to B then have her read the SAME paragraph as it was read to her. Continue Echo Reading for the whole passage. Talk about some things she thought she did better than in the cold read.

Day Four: Alternate Reading - Review main focus points from prosody rubric. Read one paragraph on the passage to B. B reads the following paragraph. Switch off paragraphs throughout the whole passage. Critique each others reading.

*If at any time during instruction/assessment B does not recognize or mispronounces a word, correction will be given immediately. Reinforcement: When instruction begins I will verbally praise B on any progress made while reading. At the end of each reading I will smile and include verbal praise summing up Bs progress up to that point in instruction. As instruction continues I will lay clear expectations and praise B when she meets those expectations during her reading. At the end of each instructional period I will praise her progress up to that point. At the end of each probe trial she will graph her prosody score and monitor her progress over the course of the semester. Graphing her own progress will serve as a natural reinforcement. Once mastery has been reached I will always provide verbal praise at the end of a reading passage to point out strengths of her reading and areas that she should focus on for next time. B is reinforced by having a goal set for her to achieve as well as being praised at the end of an instructional period.

Natalie Radke 5 Instructional Program

Maintenance: Once mastery has been reached I will assess B each week according to the prosody rubric. I will assess her at the single desk in the hallway right outside the resource classroom. If she is still performing at criterion after three consecutive weeks I will then assess her every other week to ensure that she is still reading at the desired prosody score. After another month of continued success I will assess her once a month. If at any point B falls below mastery on two consecutive instances return to instructional procedure and restart maintenance probes each week.