Reflection
Artifact Description
The artifact I used for this class
was my case study for a student I worked with for my practicum. The case study summarizes the intervention
and student abilities.
Professional Growth
I learned a lot about word sorts. I gained a lot of information using these
word sorts and having students manipulate the words and find words. I had never used these before and now in my
current position as an interventionist, I use them with several intervention
groups. A lot of what I did during this
practicum was a part of my current job.
I also utilize the “Miscue Analysis” sheet in my day to day running
records because I like the visual I get from it, and I can analyze the data
better.
The teaching plans allowed me to focus
on the strategies for each lesson. The
reflections led me to focus on particular areas of strengths and weaknesses and
this is how I created my lesson plans for the next session. I liked how the 3 components of the lesson
plans focused on the whole reading process.
One of the things I would have changed
was to look more carefully at the word sorts I used. I went by the first sort of the “Within Word
Patterns/ Other Vowel Patterns” and I should have looked closer at the vowel patterns
the students struggled with on their pretests and used those word sorts in our
lessons. I also should have used an
expository book in one of the lessons.
As I picked books I thought that The Boy Who Saves Camels was an
expository because it was non-fiction, but in fact it was a narrative.
My current position as a reading
interventionist utilized all of the components in the practicum lessons. I now use word sorts daily for several
groups. This was not something I had
used in the past and feel that it’s a beneficial component. I also utilize the “Running Record Analysis”
sheet that was handed out. I like the
visual you get from having all your information on one page. I am excited about the new knowledge I can
bring to student interventions!
Understanding and
Application of WI State Standards
Standard #7 The teacher
plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
During my practicum I created 9 personalized
lessons based on this standard. I
created lessons in word study, fluency, and comprehension skills. These lesson
plans were well thought out taking into consideration short term and long term
goals for my students and adjusted as needed.
Through testing I was able to determine a starting point and created
lessons based on my knowledge of the student.
Using all of my knowledge from this class I was able to understand the
theory behind the components and why students need to develop in all areas to
meet curriculum goals.
Standard #8 The teacher
understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the
learner.
In this class, we learned to
triangulate data from a minimum of three assessments. The first was a formal assessment utilizing
Fountas and Pinnell Benchmark Assessments.
This gave me a starting reading level for my student for my
intervention. The second formal
assessment was Words Their Way Spelling Test.
This gave me a beginning point for the word study portion of the
intervention. Lastly, I used a formal
fluency test and the Names Test to help triangulate the data for my
interventions. I repeated these
assessments at the end of the intervention to determine student growth.
I also utilized informal assessments
to aid in my lesson planning. These were
running records taken during the intervention.
These allowed me to monitor the progress of my student. I also informally observed my student’s
reading and wrote anecdotal notes to guide me in lesson planning and
personalizing the lesson to meet the needs of my students.
Impact on Student
Learning
Both of my students struggled with the
cueing strategies. I saw great growth in
both students during our time together.
Izzy went from 0 self-corrections in the pretest to 1:4 self-corrections
on her posttest, and Talon went from 1:14 self-corrections in the pretest to
1:2 self-corrections in the posttest. I
would really like to keep working with these students because I feel that with
continued support they both could make great gains.
Case Study for Izzy
March 31, 2014-May 15, 2014
Background Information
Name: Izzy
Born: 04/28/2003
Age: 11
years old
Grade: 5th Grade
Reason for Referral
Izzy’s parents indicate the she is
below grade level in reading, letter sounds, phonics, sight words, fluency,
comprehension, listening, time on task, and study strategies. Izzy was diagnosed with Dyslexia in February
of 2013. Izzy’s school universal
screener indicates that she is reading below grade level.
Case History
Izzy’s parents have indicated that
she has no speech, language development, or medical issues that would affect
her academics other than the Dyslexia.
School History
Izzy entered Merton Primary School
as a 4year old and remained there K4-3rd grade. She then transferred to North Lake School for
4th-5th grade. She
has never been retained and continues to progress at a steady rate that is
below grade level in reading. Comments
indicate that she is a motivated reader, but gets discouraged easily.
Attendance
Izzy attended all fifteen thirty
minute sessions, and she always came with a positive attitude.
Summary of Assessment
Results
Test
Date
|
Test
Name
|
Synopsis
of test evaluation
|
Results
|
Comments
|
3/31/14
Pretest
|
Fountas
and Pinnell Assessment
|
Benchmark
Assessment for Reading
|
Level
O
Instructional
|
Izzy
read with 96% accuracy, 0 self-corrections, satisfactory comprehension, and
at a fluent rate.
|
4/2/14
Pretest
|
Words
Their Way
Elementary
Spelling Inventory
|
Word
Study and Spelling
|
Within
Word Patterns Stage, Other Vowels
|
Izzy
will be starting word sorts in the Other Vowels stage, in particular vowel
patterns with oi, oy, oo, ou, ow, and ar.
|
4/2/14
Pretest
|
Names
Test
|
Spelling
|
Long
vowel/VCe Stage
|
Izzy
does not yet exhibit long vowel sounds.
|
4/4/14
Pretest
|
5th
Grade Fountas and Pinnell
High
Frequency Words
|
High
Frequency Words
|
98%
|
Izzy
exhibits mastery of high frequency words.
|
5/9/14
Posttest
|
Fountas
and Pinnell Assessment
|
Benchmark
Assessment for Reading
|
Level
P
|
Izzy
exhibited progress. She read with 95%
accuracy, 1:4 self-corrections, satisfactory comprehension, and at a fluent
rate.
|
5/12/14
Posttest
|
Words
Their Way
Elementary
Spelling Inventory
|
Word
Study and Spelling
|
Syllables
and Affixes Stage, Unaccented Final Syllables
|
Izzy
exhibited progress and moved on to the next stage of word study and spelling.
|
5/14/14
Posttest
|
Names
Test
|
Spelling
|
Vowel
Digraphs Stage
|
Izzy
exhibited progress.
|
Izzy
was a motivated and cooperative student during testing and lessons.
Summary of Word Study
Interventions and Progress
Izzy’s pretest indicates she was in
the “Within Word Pattern” of her word study.
Izzy’s objectives were to master ow/ou words, oi/oy words, oo long and
oo short words, and ar/are/air words. We
did this through word sorts such as Basic Word Sorts, Repeated Word Sorts, Speed
Sorts and Word Hunts within our text. Izzy
mastered ow/ou words, oi/oy words, oo long and oo short words, and ar/are/air
words according to the results of the posttest.
Post testing results also indicated she had moved on to the next stage
of word study, the “Syllables and Affixes” stage. Izzy mastered ow/ou words in 3 sessions,
oi/oy words in 1 session, oo long and oo
short words in 2 sessions and the ar/are/air (r controlled words) words in 3
sessions.
Summary
of Fluency Interventions and Progress
Izzy’s fluency focus was on
prosody. We started off with the
strategy of “I do it, we do it, you do it”.
I demonstrated the 3 cueing strategies at this time. They are, “Does it look right? Does it sound right? Does it make sense?” She also played the game “Click or Clunk”
while reading. We started with reading a
sentence from the text, if the sentence made sense it was a “click” and we read
on. If the sentence didn’t make sense,
it was a “clunk” and we reread it correctly.
Izzy’s pretest indicated she was not doing any self-correcting. The posttest indicated she was beginning to
use the strategy, but does not yet exhibit mastery of it.
Narrative and Expository
Text:
Summary of Running
Records
Date
|
Text
Name
|
Narrative
or Expository
Genre
|
Level
|
Running
Record Results
|
4/7/14-4/14/14
|
Andromeda
Clark Walks on the Moon by Anne W. Phillips
Level
O
|
Narrative
Fantasy
|
Level
O
|
N/A
|
4/16/14-
4/30/14
|
The
Boy Who Saves Camels
by Carmen Morais
|
Narrative
Expository
Non-fiction
|
Level
O
|
Izzy
read with 98% accuracy, 0 self-corrections, satisfactory comprehension, and
at a fluent rate.
|
5/5/14-
5/9/14
|
The
Pocket Watch
By
Anne W. Phillips
|
Narrative
Historical
|
Level
O
|
Izzy
read with 96% accuracy, 1:3.75 self-corrections, satisfactory comprehension,
and at a fluent rate.
|
Summary of
Comprehension interventions and progress
Izzy was to complete graphic
organizers to cement her comprehension, organize her thoughts, and remember
what she read. We completed the
following graphic organizers: Beginning/Middle/End, O.W.L.S. (observe, wonder,
link, sensory), 5W’s (who, what, when, where, why and how). Izzy was very strong on her comprehension
about the text. She has not yet
exhibited mastery of thinking about the text and thinking beyond the text at
higher levels.
Parent Component
Izzy
spent homework time rereading the books.
She also applied the “Click or Clunk” strategy to reading classroom
texts.
Reflection
My main goal for my teaching plan
for Izzy was to slow down her reading pace and self-monitor her reading. For the initial F&P assessment I gave
Izzy, she did not self-correct any errors.
I set this as my number one goal for her. A lot of her reading errors were not because
she couldn’t decode words, it was that she read very quickly and didn’t notice
when something didn’t make sense, look right, or sound right. I continually prompted her with meaning, syntax,
and visual cues during the fluency and comprehension portion of our
lesson. I was pleased that she
self-corrected 1 in every 4 times on her posttest. This showed me that she was demonstrating the
use of the strategies we worked very hard on.
I would encourage Izzy to use these
strategies with her classroom reading and independent reading. Although I am pleased with the progress, I
would continue to have her focus on that part of her reading because once this
falls into place her accuracy in reading should increase and with fewer miscues
her comprehension will also increase.
Izzy is quick to master word sorts and I would remind her to use these
skills in the writing process.
One of the things I would have changed
was to look more carefully at the word sorts I used. I went by the beginning sorts of the “Within
Word Patterns/ Other Vowel Patterns” and I should have looked closer at the
vowel patterns she struggled with on her pretest and used those word sorts in
our lessons. I also should have used an
expository book in one of the lessons.
As I picked books I thought that The Boy Who Saves Camels was an
expository because it was non-fiction, but in fact it was a narrative.
I learned a lot about word sorts. I had never used these before and now in my
current position as an interventionist I use them with several groups. A lot of what I did during this practicum was
a part of my current job. I utilize the “Miscue
Analysis” sheet in my day to day running records because I like the visual I
get from it and I can analyze the data better.
I am pleased with the growth of my
student. I would love to continue to
work with her because I believe that she could improve so much more on her
accuracy just by practicing with the miscue strategies we have been using. I think her reading level will skyrocket once
this is mastered because her decoding strategies are good. It’s the pace of her reading that causes the
miscues and the lack of self-monitoring
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