EDRDG 430 Progress Reading Report Teachers College Ball State University M ncie! "# 4$30% #a&e: E.

T tor' Amanda Rion "( Bac)gro nd *actors' E. is a very intelligent and delightful second grader. He really enjoys reading and riting! and through my o"servations thus far has dis#layed a very good attitude to ards them. He is a"le to read a variety of fiction and nonfiction "ooks ith ease. $hen % asked E. hat reading material he ould enjoy in our lessons! he named informational "ooks a"out sharks and dinosaurs. He is a very dee# thinker. $e ere reading a dinosaur "ook and the "ook asked the &uestion! '$hat are ays you kee# cool on a hot day() % as e*#ecting the ty#ical ans ers for a child his age such as go s imming! sit in the air condition! or eat ice cream. E. said the ay he stays cool is to s eat "ecause that is the "ody+s natural cooling mechanism. ,his ans er as very scientific and in de#th. ,his is an e*am#le of his intelligence level and his a"ility to think critically. During my first o"servation of E. e #layed a game that allo ed me to gain some "ackground kno ledge regarding E.+s likes! dislikes! and attitudes associated ith reading. ,hrough this game % learned that E. "elieves he is a good reader and enjoys reading at school. % learned that he enjoys reading scary stories such as ,he -oose"um#s series. E. feels confident a"out his reading a"ilities and considers reading fun and enjoya"le. $hen orking ith E. he as a"le to read a .th grade level "ook that had // cha#ters in 01 minutes. % originally thought this "ook ould "e a great start and not too easy or too challenging. 2y initial guess as rong "ecause it as too easy for him. He as a"le to tell me hat all the voca"ulary ords from the "ook meant "efore reading the cha#ters. He did not have trou"le #ronouncing any ords in the "ook. ,he ne*t reading material as a nonfiction "ook a"out dinosaurs. ,his "ook contains the technical names of the dinosaurs listed in it. 3nderneath the name is the #ronunciation key. % intended on E. struggling ith these dinosaur names and "eing a"le to teach him ho to use the #ronunciation key to figure out the ords. ,his is hat our lesson as going to ork on. $hen reading the "ook E. as a"le to say the dinosaur names ithout struggle! and ithout using the #ronunciation key. E.+s reading a"ility! use of #honics! and reading com#rehension continue to im#ress me every session. % am continually trying to find ays to challenge E. Grade' 2nd S pervisor' Dr. Fife-Demiski

""( Diagnostic Res lts: +( Tests +d&inistered 4erry 4ohns 5asic Reading %nventory 6 ord lists and narrative #assages7 $riting 8am#les Reading9$riting Attitudes! %nterests and 5eliefs -ame B( Reading ,evels : Estimate the child+s reading levels as indicated during the initial testing. "ndependent Reading ,evelo E. achieved an inde#endent reading level for .l ency in all the assessments for grades 0rd -;th. ,he assessments only go u# to ;th grade and % as una"le to determine his instructional level for fluency. "nstr ctional Reading ,evelo Fluency as not determined. E. #erformed at an instructional level hen asked com#rehension &uestions after reading a <th grade #assage. o E. tested at a <th grade reading level ith co&prehension hen ans ering the com#rehension &uestions that ent along ith the reading #assage. *r stration Reading ,evelo A frustration level as not determined for fluency. o $hen ans ering the co&prehension &uestions for the ;th grade #assage! E. reached his frustration level. ,he content of this #assage as very hard. C( +pparent Reading Strategies' E. com#rehends a variety of reading material. During the initial assessment % started ith a 0rd grade leveled #assage. E. as a"le to read the #assages all the ay to the highest ;th grade #assage. He made one #ronunciation error in the =th grade and one in the ;th grade. E. as a"le to self correct his error immediately after saying the ord rong. He as a"le to successfully read all the #assages at an inde#endent reading level. $hen orking on com#rehension E. as a"le to retell the entire story at an inde#endent level for grades 0->. He reached an instructional level at <th grade. He as a"le to retell the story using the same terminology he read 6for e*am#le hen % asked him to descri"e here one of the #assages took #lace he as a"le to

tell me it as an uninha"ited desolate area7. ,he ;th grade level #assage as a very hard conce#t. ,he #assage as a"out a scientist creating a formula that involved a radium reaction. ,his is the #assage that E. struggled ith com#rehension. ,he things he struggled ith ere #hrases! such as 'radium reaction.) E.+s voca"ulary is very advanced for a 2nd grader. He did not struggle at all ith voca"ulary until he reached the ;th grade com#rehension #art of the assessment. E. as not afraid to make an educated guess at the ans er. For e*am#le! he used conte*t clues hen he came across the ord 'ham#ered.) He guessed that it meant to sto# doing something! "ut he as incorrect. $hile reading the 0rd! .th! =th! >th! <th! and ;th grade leveled #assages his fluency as close to #erfect. He as a"le to read all of the #assages ith ease. He read ith a steady s#eed and #aused hen a##ro#riate for #unctuation. D( +pparent /riting Strategies' E. has a very onderful riting a"ility. He is a"le to use correct #unctuation including commas and a#ostro#hes. %n second grade students are still learning to add a#ostro#hes in contractions and commas to com"ine a sentence. E. as a"le to do these things and go a"ove and "eyond hat is e*#ected of a second grader. % assessed E. ith t o ?52 riting sam#les. %n the first riting sam#le the only item he missed as ca#itali@ing the first letter in Aorth and ?arolina. 5oth ords ere correctly s#elled! "ut ere not ca#itali@ed. %n the other riting sam#le he miss#elled offense and defense "ut su"stituting a c for the s. ,here ere no more errors in his riting sam#les. $hen using the >B/ riting ru"ric E. is e*#erienced in ideas! e*#erienced in voice! e*#erienced in ord choice! e*#erienced in ord choice! and e*#erienced in sentence fluency! e*#erienced in #resentation! and e*#erienced in conventions. """( E&phasis o. "nstr ction +( Goals: ,o maintain com#rehension and com#rehend an ;th grade #assage "y the end of the semester. $e ill "e orking to e*tend E.+s voca"ulary.

B( Methods' 2aintain ?om#rehension o Retelling : E. #racticed com#rehension skills "y retelling the 3

story or cha#ter he read. o -ra#hic Crgani@ers : E. identified characters! setting! #lot! and his favorite #art of stories in a gra#hic organi@er after reading. He also included #ictures to go along ith his riting. He also used a Denn diagram to further develo# his a"ility to com#are and contrast. o E*#osure to a variety of genres - % made sure that E. had a ide range of reading materials. He read t o cha#ter "ooks! a narrative #oem! a nonfiction "ook a"out dinosaurs! a story a"out $orld $ar %%! a "ook a"out science! and a "ook a"out ritten records. o E$F ?hart : % used a E$F ?hart to hel# activate E+s #rior kno ledge and connect that kno ledge ith ne information. %t also allo ed him to e*#ress hat he anted to learn! hich dee#ened his connection ith the te*t. He as a"le to demonstrate hat he learned "y com#leting the 'F) section of the chart. All of these ste#s hel#ed reinforce E+s com#rehension of te*ts e read together. E*tend Doca"ulary o Doca"ulary $ords - % had selected a minimum of five voca"ulary ords from the reading for E. to ork on "efore he "egan reading to im#rove E.+s already large voca"ulary. o 2aking Gredictions - % had him making #redictions a"out the meaning of the ord "efore looking u# the definition. E. as a"le to use #refi* and kno n ords hen making #redictions. o $e"&uest and Cnline Dictionary : E. used an online dictionary and $e"&uest to look u# voca"ulary ords "efore the reading. 3sing the $e"&uest and online dictionary allo ed him to hear the #ronunciation of the ord. o ?onte*t ?lues - % sho ed the student ho to use conte*t clues hen he came to a ord in the reading that as unfamiliar. $e did mini lessons that had the student reading sentences and using the conte*t clues to try and figure out the meaning of the ord to hel# e*#and E.+s reading com#rehension and voca"ulary.

C( Materials:

Title o. Boo)
2iss Daisy is ?ra@y Aational -eogra#hic Eid+s First 5ig 5ook of Dinosaurs ,he 2ouse and the 2otorcycle % $ill ?ome 5ack For Hou $hen ?harlie 2c5utton Fost Go er ?olor 2e 8cience ?ool $ritten Records

+ thor
Dan -utman Eatherine D. Hughes 5everly ?leary 2arisa"ina Russo 8u@anne ?ollins 8cholastic Esther 5eck

Reading ,evel
.th -rade 0rd -rade

Read By
,he 8tudent ,he 8tudent

=th -rade 0rd -rade 0rd -rade .th -rade .th -rade

,he 8tudent 5oth the students and tutor ,he 8tudent ,he 8tudent ,he 8tudent

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St dent Progress +( Reading: Cne of the goals E. had as to maintain com#rehension. $e used many different strategies to achieve this goal. All the reading material e used during the tutoring sessions as at a 0rd grade reading level or a"ove. ,his allo ed E. to have a ide range of levels to hel# him maintain his high level of com#rehension. %f he made a mistake hen reading % ould allo him a moment to try and selfcorrect. %f E. could not self-correct! % ould hel# him. % ould hel# him sound out the ords! and try reading it again. %f that did not ork % ould tell him the ord and have him say it the correct ay. % incor#orated mini lessons into our sessions! along ith other teaching strategies. E. com#leted a E$F chart! a venn diagram! and a gra#hic organi@ers. ,hese re&uired E. to think critically a"out hat he as reading. 5eing a"le to successfully com#lete the E$F chart! gra#hic organi@er! and Denn diagram ere evidence of his com#rehension. He as a"le to com#lete these tasks ith ease. He as a"le to recall information from the readings ithout having to look "ack in the "ook. $hen % first started orking ith E. he ould read very fast. He as a"le to com#rehend almost all of hat he as reading. Cne of the goals % set for him in the "eginning as to slo do n hen he as reading to increase com#rehension. 5y the end of the tutoring session E. as a"le to slo his #ace 5

do n. E. also used different voices and changed his e*#ressions hile reading. ,his hel#ed him com#rehend the feelings and emotions the riter as trying to convey to the reader. Another goal for E. as to e*tend his voca"ulary. During my initial assessment of his voca"ulary! % learned he already had a large voca"ulary for an elementary school student. His voca"ulary as very advanced for a 2nd grader. Cne of the goals % had for him as to e*tend his voca"ulary even more. During the sessions e orked on voca"ulary every session. $hen reading cha#ter "ooks % found voca"ulary ords for every cha#ter. 2y goal as to give him a minimum of 0-= voca"ulary ords for each session. 8ome sessions had close to /1 voca"ulary ords. % ould have the student look at the ord and make a #rediction to hat he thought is meant. 8ome voca"ulary ords % ould have to student look u# in the dictionary. 8ometimes the student ould use the $e"&uest to look u# voca"ulary ords. 5y the end of the sessions E. as using many of his ne voca"ulary ords in our discussions a"out the readings. He as asked to orally summari@e hat ha##ened in a cha#ter of ,he 2ouse and the 2otorcycle. During this summary! E. used five of the ne voca"ulary ords he learned "efore the reading. % did not ask him to use the voca"ulary ords in the summary! and % did not #rom#t him. E. as a"le to incor#orate the ne voca"ulary ords into his summary on his o n. B( /riting: % gave E. t o ?52 riting assessments during our second tutoring session. ,hrough these assessments % learned that he as riting at a high level for his age. He as a"le to use a#ostro#hes and commas #ro#erly! and E. as a"le to #ro#erly s#ell contractions. $hen % gave him a #rom#t he as a"le to rite successfully. $hen E. as not given a #rom#t and had to rite using his o n ideas he struggled. % gave E. riting #rom#ts during the sessions and he as a"le to rite ith ease. % also had him rite ithout #rom#ts. Cne of the ritings E. did as a narrative #oem that rhymed. % did not give him a to#ic for his #oem. He struggled to think of a to#ic to rite a"out. % had him rite do n all the different ideas he could think of. % had to #rom#t him "y asking a"out family mem"ers! #ets! holidays! school! vacations! and other items. He finally decided he anted to rite a"out his dog. % then had E. "rainstorm things a"out his dog. He as a"le to rite do n his dogs name! hat color he as! hat he liked to do! and so on. E. as a"le to rite his #oem and then revise it using a ru"ric. His riting "ecame more ela"orate each time he rote.

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S &&ary and Reco&&endations

+( S &&ary: E. attended all /; of the tutoring sessions over the semester. ,he sessions ere on 2onday and $ednesday mornings from I:21am until I:=1am. ,here as a one eek "reak in Ccto"er here tutoring did not occur due to school fall "reak. Each tutoring session as one-on-one "et een the student and the 5all 8tate #reservice teacher and took #lace in the cafeteria at 8torer Elementary 8chool. An em#hasis as #laced on im#roving reading and riting skills during each session. E. com#leted the initial assessments during the first t o tutoring sessions. C"servations and a game to assess attitudes and interests ere im#lemented to guide #lanning and choose materials that matched E.+s interests and a"ilities. During these sessions E. read seven different "ooks. , o of these "ooks ere cha#ter "ooks! and the 2ouse and the 2otorcycle as a =th grade level "ook. He read nonfiction and fiction "ooks. E. com#leted many ritings during the tutoring sessions. Doca"ulary and com#rehension ere the t o main goals % had for him. He did very ell sho ing gro th in "oth of these areas. B( Reco&&endations' 1( Reading' % think E. is doing a great jo" ith "ooks a"ove his level. % think continuing to read high level "ooks ill continue to increase his com#rehension and reading level. % think E. ould enjoy reading "igger cha#ter "ooks that are a #art of a series such as the Harry Gotter series or the Gercy 4ackson series. ,hese "ooks re&uire him to recall #rior kno ledge from #ast "ooks in the series. Activating this #rior kno ledge hel#s increase his com#rehension. % think E.+s com#rehension ould also im#rove if he listened to "ooks on ta#e hen he read larger cha#ter "ooks. ,here are many great "ook series that have "ooks on ta#e. % "elieve that E. ould im#rove his com#rehension even more if he ere a"le to listen to the "ook as he read. ,his ould guarantee he as a"le to #ronounce all of the ords in the "ook! hich ould hel# increase com#rehension. 2( /riting' E. ould "enefit from free riting. He does a great jo" hen he has to rite ith a #rom#t! "ut sometimes struggles hen he has to come u# ith his o n ideas hen riting. Eee#ing a journal and riting in it often may hel# him develo# his creative riting. E. could also kee# a collection of #hotos that ould give him ideas for riting. 5rainstorming is another thing that E. ould "enefit from #racticing. ,here are many different ays to do this. Cne ay to #ractice "rainstorming ould "e to make conce#t e"s. E. ould "enefit from creating conce#t e"s. ,his ould hel# him learn to "rainstorm and feel more confident coming u# ith his o n ideas.

3( 0oca3 lary' E. has a very large voca"ulary for a second grader. During our tutoring sessions his voca"ulary increased as ell. % ould recommend E. making a list of ords he does not kno from a cha#ter hen he is reading a "ook. E. can then look the ords u# in a dictionary or online hen he is finished reading. % ould also recommend that E. challenge himself ith voca"ulary and "y using a thesaurus as ell. %f E. looks u# a ord in the dictionary to find out the meaning! he could also look u# other ords that mean the same for that ord. ,his re&uires higher level thinking and ould continue to "uild E.+s voca"ulary and hel# increase his reading com#rehension.

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Eval ations +( St dent Sel.4Eval ation' During my o"servations ith the student % could really see E.+s love for reading. He used great voice and e*#ression hen he read. He al ays found the su"tle humor in hat he as reading. He laughed hen reading and got e*cited hen there as a lot of action in a "ook. E. gets into the "ook he is reading and it is o"vious ho much he enjoys reading. %t has "een my #leasure to ork ith him and challenge him. E. is a very intelligent student ho is very advanced for his age. During my o"servations % noticed that E. does enjoy riting! and is very good at it hen he is given a #rom#t to rite a"out. $hen having to come u# ith his o n to#ic to rite a"out! E. struggled to come u# ith ideas. % think he "uilt confidence during the tutoring sessions ith coming u# ith his o n ideas. % could see his im#rovement and gro th over the time of the tutoring sessions. B( T tor Sel.4Eval ation
"R+ Standards'

1( *o ndational 5no6ledge' Candidates have )no6ledge o. the .o ndations o. reading and 6riting processes and instr ction( During my tutoring sessions % as a"le to demonstrate my kno ledge of language develo#ment. %n my tutoring sessions % com#leted many mini lessons ith my student. $e orked on adjectives! nouns! rhyming ords! and voca"ulary. All of these things com"ined hel#ed the student+s language develo#ment. % also incor#orated the major reading com#onents into my lessons 6#honics! voca"ulary! "ackground kno ledge! fluency! com#rehension! and motivation7. % used #honics to teach the student ho to use a #ronunciation guide. Doca"ulary as a large #art of the tutoring. $e orked on voca"ulary every session. Fluency and

?om#rehension ere orked on each session as ell. $e did many activities to increase com#rehension. 2y student as a higher a"ility reader so % al ays had to find ne ays to motivate him. 3sing invisi"le ink in one of the lessons as a great motivator for the student. 2( "nstr ctional Strategies and C rric l & Materials' Candidates se a 6ide range o. instr ctional practices! approaches! &ethods! and c rric l & &aterials to s pport reading and 6riting instr ction( During my tutoring sessions % successfully achieved this standard. % used many different reading strategies during the sessions. 8ome e*am#les of these strategies ould "e the E$F chart! gra#hic organi@ers! Denn diagram! and $e"&uest. % used a variety of reading materials for E. as ell. % used fiction and nonfiction "ooks. % chose "ooks that E. as interested in. % chose a "ook a"out $orld $ar %% that introduced the to#ic in a kid friendly ay. 3. +ssess&ent! Diagnosis! and Eval ation' Candidates se a variety o. assess&ent tools and practices to plan and eval ate e..ective reading instr ction( % "egan the tutoring sessions "y giving assessments from the 5R%. % used the results from these tests to determine the student+s instructional reading level. After each session % ould reflect on ho ell the student did and adjust my ne*t lesson to meet his needs. % used a variety of assessment tools such as a E$F chart! Denn diagram! and gra#hic organi@er. % ould also ask the student com#rehension and o#en ended &uestions "efore! during! and after the reading. % as a"le to communicate my results of the assessments ith the assessment re#ort and the #rogress re#orts. 4( Creating a ,iterate Environ&ent' Candidates create a literate environ&ent that .osters reading and 6riting 3y integrating .o ndational )no6ledge! se o. instr ctional practices! approaches and &ethods! c rric l & &aterials! and the appropriate se o. assess&ents( For this standard % integrated technology into the tutoring sessions. $hile reading ,he 2ouse and the 2otorcycle % incor#orated a $e"&uest in the lesson. E. really enjoyed using the com#uter hile reading the "ook. % also chose "ooks that he as interested in. During my initial o"servation E. told me he loved reading a"out dinosaurs. % selected a "ook a"out dinosaurs that he enjoyed reading. %t as a nonfiction informational "ook. E. as e*cited to read the "ook a"out dinosaurs and use the $e"&uest. Eee#ing him e*cited a"out reading as one of my goals. 7( Pro.essional Develop&ent' Candidates vie6 pro.essional develop&ent as a career4long e..ort and responsi3ility( ,his e*#erience as a #rofessional develo#ment e*#erience for me. % ent into this e*#erience e*#ecting to "e challenged "y a struggling reader. $hen % started assessing my student % reali@ed he as a gifted reader. % had to readjust my thinking and research ho to hel# a gifted reader sho gro th. Each session 9

% tried to find a ne

ay to challenge him.

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