Reading is a process that takes place inside the mind; it isn’t directly observable or measurable through any one instrument or procedure. To make an authentic assessment of a process that is hidden from direct examination, teachers need to base decisions about instruction on multiple indicators of reading performance.
From the practicum, use Seans running record, your analysis of the information, and what you have learned from the various resources in the course to decide:
What concern do you need to address with this student?
What skill are you trying to build during the intervention?
What strategy(see chapter 7) will you use to accomplish this?strategy
Lesson Plan Template
Concern that needs addressed:
Skill being built:
Check for Understanding
1 Lesson Plan
*While I am providing you with a model of the beginning of a short intervention lesson plan, it cannot be based on the Reading Record of either student in Module 4 (Mikey or Sean) without taking away from your choices for the intervention lesson that you want to teach. Therefore, I have created a female student, Beatrice, who needs help with irregular spellings.
Concern that needs addressed: Through the analysis of reading records and classroom observations, the student consistently has trouble reading the same 3 wordsall with irregular spelling patterns–each and every time she encounters them: was, of, said.
Skill being built: The ability to recognize and accurately read these words with irregular spellings
Strategy: Mental Images – (from McEwans 40 Reading Intervention Strategies for K-6)
Teacher says: Have you ever heard the saying that we should play by the rules? That means that if there are rules and we know them, we should follow them. Unfortunately, the English language doesnt play by the rules! In fact, about 25% of the words we will encounter in a childrens book, dont play by the rules because they have irregular spellings. Those are the words that have been causing you some problems!
TEK English Language Arts and Reading for Grade 1
(3) Reading/Beginning Reading/Reading Skills:
(H) identify and read at least 100 high-frequency words from a commonly
Teacher says: What must we do to read words that have irregular spellings? We must memorize them and practice reading and spelling them. But sometimes, that is not enough to help us. Today, we are going to learn a strategy called mental images that will help us learn to recall the words in a different way.
The teacher tells students that she will model the steps for this process:
1. Look at the word on a card
2. Pronounce the word
3. Use the word in a sentence
4. Look at and say each letter of the wordraising and lowering voices
5. Examine the number of consonants and vowels
6. Spell the word verbally without looking at it
7. Write the word and check the spelling
Teacher says: Look at the card I am showing you. I have written the word said on it. Let me use the word in a sentence: The reporter
that the crowd around the accident gathered quickly.
The teacher holds the card in the air and points to each of the letters as she reads them aloud from left to right, raising her voice for letters that rise above the midline and lowering her voice for letters that fall below the bottom line. Next the teacher talks about the number of consonants and vowels in the word. The teacher also reads the letters in the word from right to left. The teacher puts the card down on the table.
Teacher says: Without looking at the card, I can still see a mental image of the word and spell it for you.
The teacher spells
verbally. Next, the teacher uses a pen to write the word
on another card.
The teacher says: Let me flip over my original card with the word said to see if I spelled it correctly when I was only seeing the mental image.
The teacher checks her work before starting to check for student understanding.
Teacher says: Now, I have given you another tool for remembering the words that dont play by rules. We will practice using this tool, mental images, together on another word I have identified for you.
Check for Understanding
1 You may fill in the errors column below by clicking and typing, or by writing on the page and scanning the document in to submit to your instructor.
M S V
Wake up. Nick! said mom. V. Overlooks punctuation.
I have to play soccer. With our sorts where are my shorts? V. Overlooks the letter h in the word shorts.
Dad is making your breakfast. M Unclear sentence, since it could mean Dad is making the breakfast like he did or dad is making breakfast for you.
Ho tank you V Overlooks the h in thank
Said Sarah and Nick. Thanks! S Sentence structure is wrong.
H.i HereV Seems not to see all words in the sentence.
Sa – Sarah V Does not see all the words in the sentence.
garden ww S Sentence is not complete.
Lets go. Dad! said Nick. M. Wrong use of punctuation.
Type your Analysis and Reading Level below.
The student makes visual as well as meaning and structural errors. The visual errors indicate that he has limited vocabulary. He makes ambiguous errors bordering on meaning which implies that he does not decode most words to get their meaning. His knowledge on sentence structure is fair though he still makes errors which can be attributed to limited knowledge on grammar. Grammatical knowledge is also important on reading comprehension
This students accuracy rate on this reading level is 92%.