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Fall, 2011
Melissa L. Morgan
In Reading Methods, I learned to use an Informal Reading Evaluation as part of a portfolio assessment for a homeschooled student in the sixth grade. I am including a copy of the completed Informal Reading Evaluation in this Portfolio (below). As I prepared the Informal Reading Evaluation, I thought about how many children with both reading and communication challenges are locked into a silent, lonely world. There are different ideas on the best ways to assess skills in students who have learning disorders, and I gained a greater appreciation for the need to evaluate effective methods of teaching students with reading challenges and learning disorder. In addition to the course text, A Handbook for Reading, I am acquiring more resources, including Reading Evaluations at Florida’s department of education internet resources.
What would I do differently in preparing an Informal Reading Inventory in the future? I think it is important to find material of interest for the student, and this requires a rapport with the student. If I don’t know a student very well, I can see that this would be very difficult in the case of students with communication and learning challenges. I want to continue to learn methods to help them compensate for their challenges, using their strengths. Every child is a unique child of God, with special gifts, perhaps hidden, waiting to be uncovered. I would like to gain more knowledge in how to help children who are struggling readers—especially children who face special needs and challenges, and have been “lost in the system and left behind.” In the sensory room (special needs ministry) at Vineyard church, the children (and their parents) are helping me polish my rusty sign language skills, and I am trying to help them with verbal language and interaction skills. In this class, I also learned that in fluency, accuracy is more important than speed. You can assess accuracy and speed by listening to a student read an interesting, age appropriate passage out loud for 60 seconds. The teacher keeps track of the number of words read correctly, and divides this number by the time (60 seconds). This is a quick way to determine the fluency rate, which helps determines reading level.
Communication challenges make reading strategy instruction even more complicated for the teacher and the learner. Children who face communication challenges such as speech delay, autism, or dyslexia, have added hurdles in learning to read and comprehend text, and it is difficult for their teachers to communicate with them, in order to teach them. It is difficult to even reliably assess a child’s current reading level, if they are have receptive or expressive communication challenges. The Reading Rockets web site, “12 Components of Research-Based Reading Program” contains essential elements to aid struggling readers by creating real world type experiences in talking, reading, writing and listening in purposeful ways. I am also interested in Jan Hasbrouck's book, The Reading Coach: A How-To Manual for Success. As part of my Portfolio, I have included a Lesson Plan which I created for the course: Ball, Stick and “buh”: The Shape, Direction and Sound of Initial “b.”
Identify the creator’s name, date lesson will be taught, target grade and the target ability level. (5 pts)
Name: Melissa L. Morgan
Date: November 11, 2011
Subject: Reading
Grade: K/1
Target ability level: Small/Medium size classroom of typically developing students or smaller class with five or less children with special needs, and a teacher's aid. Lesson can be extended over several days, for larger classes without help from advanced students or teacher's aid.
Materials-- Include all materials (and explanations, if necessary) that are needed for the lesson for both the teacher and the students. (10 pts)
Student materials: At least one small balloon for each child, Clay for each child if you plan to use the clay activity (two colors, the same as the teacher), phonics flash cards (you don't need a complete set for each child, but each child needs a card with a picture of a bed for the beginning sound for letter “b”. Commercial flash cards will have a variety of different words on them; alternately, make additional copies of the worksheets, and cut up the worksheet pictures to make your own flashcards, with the words from the lesson. Some students who still have trouble distinguishing left and right may benefit from stretchy bracelets or rubber bands, to put on their right hands.
Teacher materials: Berenstain, Stan and Jan, The Berenstains' B Book, a small balloon and large fat pencil, string (if you wish to tie the pencil to the balloon,” clay (two colors if possible, to make the bat and ball to make letter “b” visually distinct), a set of flash cards with pictures and words beginning with letter “b” (bed, bear, bird, bike and balloon) as well as pictures of words with different beginning sounds (at a minimum, cat, cake and dog), and small boxes or sand buckets for the balloon game.
Objectives—Describe the behavior that the students (A) will perform (B), the conditions (C) under which it will be performed, and the criteria/degree (D) for assessing mastery. [ABCD]
Each lesson plan must have at least 2 objectives. (10 pts)
Objective #1:
Audience-Beginning readers, using words from the Berenstain's B Book, make the beginning “b” sound, distinguishing “b” words from words beginning with other consonant sounds, coloring pictures and saying the “buh” sound for bed, bike, bear, bird, and balloon on a worksheet, by the end of the lesson, independently with 100% accuracy. Children with special needs such as small motor challenges, that make coloring difficult, can point to or circle the correct pictures instead of coloring, to demonstrate their ability to distinguish words beginning with “b” from other initial consonant sounds.
Objective #2:
Audience-Beginning readers, who already know directions “right and left,” will learn to distinguish between “b” and “d,” making “b” with a ball and stick shape, showing their mastery by tracing letter “b”, and placing an “X” over letter “d,” on a worksheet, by the end of the lesson, independently, with 100% accuracy.
Introduction-- (Law of NEED) Describe how to “grab” the students attention by building the need (focusing students) in a creative way; connect to prior knowledge. (10 pts)
Introduction-Say, “We've been reading some fun books this year. We have learned to write our names, and blending sounds together to read many words with short vowel sounds. We've learned to read dog, and words with long vowel sounds, like cake. We also know some beginning consonant sounds, like “d” as in dog, and “c” as in cat, and we have been learning about the directions, left and right. We've also been learning to make letters with clay sticks and ball shapes.
Today we are going to read a funny story about a bike, a bear, a balloon, and a bird. Well, there are many other things in the story. They all have something about them that is the same. Let's read the story, and find out what they all have in common, even though they are very different things.”
(As you read the book, the words repeat, with more words being added to the story. Show the words with your finger or a ruler as you read, emphasizing the “buh” sound at the beginning of words. As you get near the middle of the book, pause before words with “b” and look expectantly at the children. Point to the word and ask, “what do you think it says next?” As you read the last half of the story, pause before words such as “bam!” and run your finger under each word, modeling how to blend the sounds. Many children may be reading the word along with you.
After you are finished reading the book, show the page again and say, “Do you see the picture of the bear riding a bike backwards? The bear was biking backwards, in the wrong direction, and that got him in a lot of trouble, didn't it? That's right—he bumped into things. Directions are important, when biking, and they are important, when reading letter “b.” We don't want to ride our bikes backward, or read our letter “b” backward. We want to be able to make the sound of “b” and the shape and direction in letter “b' to read our words in the story correctly.
Transition-- Describe, in at least one sentence, how to connect the Introduction to the rest of the Lesson. The connection must be clearly understandable by a third party and explain what is expected of the students by the end of the lesson (objectives).
(5 pts)
Transition- Today, we will be learning how to tell the difference between words beginning with the “buh” sound, and words beginning with other sounds. We'll also take another look at our “B” book, and do some fun activities so that we can learn the sound and shape of “b,” so we don't put our letter “b” backward.
Sequence of Activities-- Describe exactly how the lesson will progress and work in a step by step process. Describe the lesson so that another teacher could understand and implement without the writer’s presence. Lesson activities should indicate how the teacher will help the students achieve the objectives of the lesson. Include Law of RETENTION techniques to help students remember the lesson material. This section should be word for word exactly what you would say and exactly what you expect the students will answer. This will be the longest section, up to several pages, if necessary. The Modeling, Guided practice, and Independent practice can be incorporated in this section, as long as they are clearly marked as such.
(15 pts)
Modeling the Behavior- Law of EQUIPPING step- Describe and show the students what will be expected from them at the end of the lesson, using examples and incorporating all learners in the classroom. (5 pts)
Say, “I liked the Berenstains' B Book very much, and I hope you did, too. What was funny, in the book?” (There may be many different answers, such as “It is funny when bear was biking backwards.”) Ask, “How do you think baby bird felt?” (Sad.)
Ask, “Who can tell me why baby bird was sad?” (Children should remember that the bird's balloon popped, because the bear was biking backward. Discuss with the children the actions and objects that led to baby bird's balloon popping, tracing the story in the book back to front. Show the pictures in the book again, only this time show the pictures from back to front, until you reach the page that says: “Big brown bear, blue bull, beautiful baboon, blowing bubbles biking backward, bump black bug's banana boxes and Billy Bunny's breadbasket and Brother Bob's baseball bus and Buster Beagle's banjo-bagpipe-bugle band...
Time may limit the number of words that you can cover. Read each word slowly, showing the words and pictures with the “b” sound, saying, “Oh, let's write that word down on the board—it starts with “b! What sound does “b” make? That's right, “buh!”
You should end up, at minimum, with the words, bear, bike, balloon, and bird written on the board, so that all the children can see them. If you wish, include other words in the book, but avoid writing words with capitals at this time. (Save them for later lessons.) Use all lowercase letters, to avoid confusion. Consider writing the beginning “b” in blue and the other letters in black.
Next, say, “I've brought in a balloon, like baby bird's balloon.” Blow up a small balloon and tie them with long strings to the lower right side of a fat pencil. As you tie the balloon to the lower right side of the pencil, say, “Let's pretend that this pencil is a bat. Hold up your hand, if these things were in the story.” Show the pictures in the book again and say, “Yes, the balloon and bat were in the story. Baby bird had a balloon. And there were baseball bats in Brother Bob's Baseball bus. See the word bird on the board?” Underline the “b” in the word bird.
Hold up your “b” made with a fat pencil stick and a balloon in front of the “b” in the word “bird, and ask, “What letter does this balloon and pencil stick bat make together? See, the ball is on the bottom right of the bat.
(If some students need review, demonstrate left and right, by having children raise their right hands, then their left hands. Say, “Remember that we learned that if you are right handed, right is the hand you write with; If you are left handed, left is the hand you write with.” In previous lessons, some students may also have learned to wear a stretchy bracelet on their right hand, to remember their left from their right. This would be a good time to remind them of their bracelet. If necessary, give each student a colored rubber band to put on their right hand—but only if you don't have children who still like to mouth objects, or use rubber bands as weapons.)
Additional high tactile activity for students with special needs such as dyslexia or other learning challenges (use this activity if you have enough time, your class is small enough and if you have an aid to help in the class): Show the students how to write small letter “b” with a rolled clay stick and clay ball, and make the “buh” sound. Say, “Put the ball on the bottom, on the right side of the stick. See?”
Hold up flash cards with the words and illustrations for bike, bird, bear, and balloon. Put you “b” clay shape on the flash card over the “b” a word beginning with the “buh” sound.”
Guided Practice- Law of EQUIPPING step- Describe how the teacher will use the middle of the Law of Equipping (step #3) to show students how to achieve lesson objectives and allowing them to practice with the teacher’s guidance.
(5 pts)
Guided Practice-
Play a game throwing small balloons in boxes or sand buckets with flash card words in them. While still sitting at desks, give each child a small balloon, and guide them to write a “b” on their balloon with a marker.
Verbally guide them to individually draw a “b.” Say, “First draw your bat, or stick on your balloon. Now, who remembers—is the ball on the right or left side of the stick? That's right—it is on the right, on the bottom of the stick. What sound does “b” make again? That's right, “buh.”
Next, children line up, and take turns throwing the balloons into the boxes. Explain that the balloon should only go into the boxes with words with a letter “b,” (at a minimum boxes should contain the words bird, balloon, bike and bear, cat, dog, and cake) while child says “buh.”
Ensure that the children do not throw the balloon into the boxes with the words cat, dog, or cake written on them. If they do, say, “Good try, but that makes a different beginning sound. We can talk more about those words later. For now, we are looking for words with the beginning sound for “b.” Let's try again. Allow the child to take their balloon out of the box, go to the back of the line and try again, when it is their turn. If they still struggle with this activity, give them extra help, such as a choice between only two boxes. As each child is successful, let them right their name on their balloon with a marker, on the side opposite letter “b”.
After the game, have the students leave their balloons in the boxes and return to their desks. Tell them they will be able to take a balloon at the conclusion of the lesson, if they can show how to make “b” in the right direction, and point out words with beginning “b” sound correctly.
Independent Practice- Law of EQUIPPING step- Describe how the teacher will make sure the students are ready to be assessed on the lesson objectives by having them perform in some way.
(5 pts)
Give each child a set of beginning sound phonics cards, with a picture of a bed and the word bed. To save time, or frustration for children with learning challenges, only give out five or ten cards, instead of a complete set, but make sure each student has a picture card with letter “b” and “bed.” Say to the class, “Find the card with beginning sound “buh” for letter “b”. It is a picture that was not in our story today, The Berenstains' B Book, but the beginning sound of “b” is always “buh,” no matter what word you find. Hold up the card that you found. Good!” (Make sure every child is holding up a “b” card.)
Say, “Trace the “b” on the card with a marker pen. Make the stick part of “b” with a blue marker. Trace the ball part of the letter “b” with a blue marker. What side is the ball—on the right or left side of the stick? Look at the word “bed; it makes a picture of a bed, with the letters “b, e, and d.” Use this word to remember the shape of letter “b” with the ball on the right. Notice that letter “d,” which we learned before, has the ball on the left side of the stick. Now, what is that beginning sound again, in the word “bed”?” (All children should say, “buh.”) Say, “And where is the ball, in the letter “b'--on the right, or the left? Very good!”
Application and Biblical Integration- Law of APPLICATION- Describe how the material directly relates to the students’ lives using connections to their spiritual lives and other topics, concepts or ideas; biblically integrating into the lesson is vital to this part of the content.
(5 pts)
Application and Biblical Integration-
Say, “In the Berenstains' B Book, we've learned words beginning with “b” such as bird, bear, bike and balloon. I loved the Berenstains' B Book, but there is one book that I love even more—can you guess what it is? Show the children your Bible on your desk, and the word Bible on the book. Write on the board: “BIBLE that's the book for me!” (If you wish, lead the children to sing the song.--see verses below.)
Point at the board and say, “Look at the words, Bible and book. They both start with what sound? That's right, “buh! Just like it is important to know our right and left directions to make letter “b” it is also important to learn to read our Bibles, to know the right things to do in our lives. God uses His Word, the Bible, to guide us, in the right way to live. That's why it is my favorite book.”
Conclusion- (another application of Law of RETENTION) Describe how the teacher will review the material and application covered in the lesson without presenting any new material. (5 pts)
Say, “Let's say these words together.” Show the flash cards with pictures of bear, bird, bike and balloon, running your fingers under the letters as you say them with the class.
Ask, “What is the beginning sound of these words? That's right--”buh. Very good! Now, watch as I trace the circle the pictures with my blue crayon.”
Show the picture of C and cake. Say, “Here is a card that you have seen before. Does it start with the “b” sound? NO—it starts with the hard sound of C, pretending to be a K.” Take a red crayon, and mark an X through the C card.
Show the students your teacher worksheet (see copy, below). Say, “In a minute, we will get out our crayons. You will look at the pictures. You will use your blue crayon to color or circle your pictures of things that begin with the sound of “b.” Use your red crayon, to mark an “X” on pictures that do not begin with “b.”
Now show your second worksheet, with three letter “b”s and one letter “d”s on it. In a minute you will use your blue crayon to trace letter “b” on the worksheet. Make the sound for “b,” “buh,” while you trace, and mark a red X over the letter “d.” Make sure all the students understand how they will do the activities. Say, “In our next lesson, we will be looking at reading and making words with the beginning sound for “b” with capital letters, such as my favorite book, the BIBLE, and the names of people, like Brother Bob in the Berenstains' B Book.”
Assessment—Describe the assessment measure for determining whether the lesson’s objectives were met and include examples of “evidence” of student learning. This is the test of the objectives. All objectives must be tested in this section and include how they will be graded.
(10 pts)
Assessment-
Pass out your picture word worksheet first. Say, please write your names on the top of the worksheet. Good! I like how your writing is getting so easy for me to read. If you have extra time when you are done, you may draw a picture on the back of your worksheet of something beginning with the “b” sound. You may begin.
Wait until all the students complete the activity. Next, pass out the Worksheets for distinguishing “b” from “d.” Again, remind the students to write their names on the top of the worksheet. Say, “Use your blue crayon to trace letter “b” on the worksheet. Make the sound for “b,” “buh,” while you trace letter “b.” Then, mark a red X over the letter “d.” If you have time, you may turn your paper over, and draw a picture of something beginning with letter “b” on the back of your paper.”
Collect the papers and grade as Complete (100% correct) or incomplete (if there are errors). If you use portfolio evaluations, keep each child's worksheet in his or her portfolio, as a work sample. If you use a checklist, mark your checklist as complete for Objectives 1 and 2, if all items are correct on both pages.
Mark incomplete, if the worksheets are not correct, and provide additional one on one time with the student outside of class, repeating the instruction until the child achieves 100% of the objectives. Remember to let the children take home their balloons, with their names and letter “b” for balloon!
Resources-- Describe supporting materials needed in the lesson and how they will enhance learning, and when applicable, how they will be distributed.
(5 pts)
Checklist for phonics skills, which includes beginning consonant sounds, discrimination of left and right, and distinguishing “b” from “d.”
Consider using the reading program, Ball, Stick, Bird, to tutor students who are graded Incomplete in this lesson and need help with visual perceptual challenges such as dyslexia, as well as developmental disabilities, http://www.ballstickbird.com.
Lyrics for BIBLE song
The
B-I-B-L-E yeah that's the book for me (repeat 4 times)
I have
a book it teaches me everything that I know
And in this book it
shows me how I need to grow
In my life, I read it every single
day
It is the truth, it is my life, and it's my way
It is how
God speaks to me
The B-I-B-L-E, yeah that's the book for me
I
stand alone on the word of God
The B-I-B-L-E
The B-I-B-L-E
yeah that's the book for me (repeat 3 times)
Sometimes my friends
they sing a different song
And I'm not sure if they're right or if
they're wrong
So I go and get this book off of the shelf
And
learn from God the Creator of Life Himself
It is his letter to
me
The B-I-B-L-E, yeah that's the book for me
I stand alone
on the word of God
The B-I-B-L-E
Mechanics-- Write the entire lesson plan without spelling and/or grammatical errors.
(5 pts)
Melissa L. Morgan
SUMMARY OF QUANTITATIVE ANALYSIS
Student’s Name: Redacted for privacy
Grade: 6
Date: 12-8-11
Administrator: Melissa Morgan
Forms Used: Grade 5-9, Celex Lexicom (Living Word Dictionary), Florida’s Sunshine State Standards (Grades 7-9) and American Education Publishers (Grade 6)
Performance Levels Based on Oral Passages: Independent 6, Instructional 7, Frustration 8 (although graded passages indicated frustration level for comprehension at grade 9), Listening Comprehension 9
Performance Levels Based on Graded Word Lists: Placement 6, Independent 6, Instructional 7, Frustration 8
SM is currently in Grade 6/7 (depending on subject) and needs accommodations for low vision (enlarged and bolded text). The student has normal to advanced intelligence, an articulation disorder/apraxia, and low vision due to small optic nerves. The student presented as cooperative and easy to please, and readily responded to requests to read word lists, starting at Grade 4.
The student read the word lists with no miscues from Grade 4 up through Grade level 6, so graded passage reading began at Grade level 6. There were no errors at grade level 6. At Grade level 7 the student made three word list errors--one suffix miscue (mispronounced “tive” in executive), one substitution (sybolize for symbolize) and one vowel diphthong miscue (nutral for neutral).
At Grade level 8 the student made 4 word list miscues. Miscues were omission/ diphthong miscue (resurc for resource), consonant substitution (haward for hazard), vowel omission/consonant substitution (dewerous for delirious) and another diphthong /omission miscue (statonry for stationary).
At grade level 9 the student reached frustration level with 5 errors, having increasing difficulty reading and/or pronouncing multi-syllable words (three or more syllables). All five errors were consonant omissions and substitutions of single vowels for vowel diphthongs.
The articulation disorder may have contributed to the miscues. It is difficult to determine the extent that miscues are influenced by articulation. In addition to reviewing phonics rules for diphthongs, reading and vocabulary practice, it would be prudent to coordinate with speech pathology to work on multi-syllable words with vowel diphthongs. Also, it would be helpful to increase practice with breaking words into syllables.
SUMMARY OF QUALITATIVE ANALYSIS
Summary of Strengths and Weaknesses in Word Recognition
The student showed no grade level 4-6 weaknesses at word recognition reading graded passages. At grade level 7, 8 and 9 the student demonstrated unexpected miscues primarily in consonant omissions, substitution of word endings, single vowels, and vowel diphthongs. Miscued words for grade 7 were “Columbus” for Columbia (graphic similarity), “stecks’ for “steaks” (diphthong), and “sibers” for sabers (vowel substitution). In the grade 8 passage, the student read “environent” for environment, grazing—short a sound—for grazing, “retroed” for reintroduced, and “extincton” for extinction. At grade 9, the student omitted sounds at the end of the words accurately, voracious, optometrist, international, echolocation, undeveloped, and metabolisms. Grade 9 miscues also included single vowel miscues, diphthongs, and one semantic miscue. The longer the word, the more likely it was to have omissions at the end.
Summary of Strengths and Weaknesses in Comprehension
The student selected from a selection of unfamiliar graded passages of five hundred words or more for each grade level. The student has been using curriculum from American Education Publishing (AEP) for Reading, and chose a passage to read from AEP for grade level 6. At grade 6, in the AEP book, the student exhibited no errors in comprehension and 0 miscues. The student has strengths in comprehension in all areas at grade 6.
A higher grade was unavailable for the AEP book, so the student chose a passage to read from Florida’s Sunshine State Standards, grade 7, answering approximately 80% of the questions correctly. The student’s incorrect comprehension questions were in the areas of context and semantics.
After a short break, the student chose and read a passage in the Florida Standards, grade 8. At level 8, the student began to exhibit some weakness in comprehension involving remembering details/facts, and word context analysis. The student answered approximately 75 % of the questions correctly, showing strength in comparison, interpreting information, interpreting accuracy and understanding the author’s purpose.
The student showed obvious enjoyment reading the passages at all levels, with particular enjoyment reading the level 9 passage, “The Truth About Animal Clichés,” laughing appropriately at the irony, plays on words, and jokes in the passage. However, at level 9, the student reached frustration level, and testing stopped at this point, as comprehension dropped below 70 %. The incorrect answers were in the areas of moderate to high difficult categories: context, main idea, validity of information, and the author’s purpose. However, even at level 9, the student showed comprehension strength in the moderate difficulty areas of analysis, evaluation, and information.
Reading Behavior and Recommendations
The student reads higher level words better in passages than in isolation, and reads in phrases, with expression. She attends to punctuation, and attempts to sound out unfamiliar words. The student uses structure clues, when available, to recognize unfamiliar words. In addition, the student uses context clues and makes strategic attempts to recognize unfamiliar words, applying word recognition skills flexibly.
The student uses enlarged text when reading from a book and enlarges and bolds text to read on the computer (due to small optic nerves). The student uses a foam placeholder (holding it against the computer screen) to keep her place in the material being read, to keep her place, as she has nystagmus (involuntary eye movement). However, she showed few signs of tension when reading (even at the ninth grade reading level.) She seemed interested and engaged as she read.
The student self-corrects errors without prompting. The student has weekly speech therapy for an articulation disorder, mispronouncing and substituting consonant and vowel combinations frequently and sometimes unpredictably (due to apraxia). The same word might be mispronounced different ways on the same day, although the student “hears” the word correctly in her mind. This makes it difficult to distinguish what is a reading miscue and what is primarily an articulation problem. However, the student pronounced all the “s” sounds appropriately today at the beginning, middle and ending of words. (This had previously been a problem area.)
Although the student did not complain and was interested in the material, word recognition miscues could have been partially due to eye strain, fatigue and inadequate accommodations for low vision (having to scroll enlarged text up, down, and sideways, making comprehension more challenging.) The student reads text on the computer, enabling the text to be an appropriate size and boldness; however, this sometimes makes the passages not all fit on the screen in some formats (such as PDF)—especially when the text contains columns. In the future, efforts should be made to convert text to ensure that text fits to the screen without the need for scrolling right to left.