after she began fifth grade. Since the area the student needs to work on is fluency, the

Transcription

1 The screening assessments were given to the student approximately four weeks after she began fifth grade. Since the area the student needs to work on is fluency, the first assessment given to her was a running record. The classroom teacher by requirement had given the student a running record at the start of the year. So before doing the running record, the researcher had the opportunity to view the classroom teacher s copy of his running record. This was great chance to see the point at which the student had been at just a few weeks earlier. Books that had been chosen for the cooperating teachers running record were at a very similar reading level to the ones the researcher had chosen for the student. As was mentioned in Phase One, the student thoroughly enjoys reading, and is very good at many elements of the reading process. Discussions with her teacher have revealed she is also very good at comprehending what she reads. So it is a blessing to the researcher that she excels in so many facets of the reading process. However, while listening to her read while doing the running record, the researcher noticed she often would, after a short pause, substitute out combinations of words. Interestingly enough though, the words she would replace the phrase in the story with meant the same thing. This process happened multiple times. For example, when reading the sentence, How do polar bears survive all that cold? she removed the all that section from the phrase and replaced it with the word the. It was almost as if during the pause, the student was thinking of words which could be substituted for the phrase she was to remove. This pause disrupts the flow of reading however, and makes the sound of the reading less fluent.

2 This substituting really was really intriguing, and it happened in a couple other books we read beyond the one the researcher used for this particular running record. The researcher had seen times when students would either skip over groups or phrases of words, or substitute a word or two after removing the phrase, but in those scenarios the substituted word always changed the meaning. The substituting the student did had no effect on her comprehension of the story, as she scored in the 99 th percentile on comprehension on both of the books the researcher assessed her on. The student on this particular assessment also was able to make solid text to text and text to self connections, which showed the researcher she had a complete grasp on what she was reading. The second assessment given to the student after the initial running records was a Scholastic Fluency Formula assessment. In the assessment the student was given one minute and asked to read as much as she could from an article she had never seen before. Within the article were difficult phrases or groups of phrases that were a level above her benchmarked reading level. This was purposely set up as a way to challenge the student early on in the process. Having said that however, careful attention was paid so the reading was not too difficult in the hopes the student would not get frustrated while reading. The student did very well. The only incorrect element of her reading on the assessment came on one group of words in which she yet again, after a pause, substituted out a group of words for a smaller word with similar meaning. After the results had been taken, the researcher asked the student some comprehension questions to ensure she had understood what she had read during the short period of time. Even though a comprehension check was not part of the assessment, the student gave very accurate

3 responses. She was able to outline main points of the article, as well as a few particular details from the story. From the results of the screening, the researcher was able to develop a specific plan of action to help the student in areas she needed assistance in, as well as build on the strengths that she has. A strength the reader has that cannot really be measured by any assessment is the fact she loves to read. She has many interests and passions, and enjoys reading for fun. The student has great comprehension skills. She is very strong in many facets of the reading process; her fluency is just hurt by the aforementioned stopping to think of words to substitute. This is something which can be worked with however since the student is not changing the meaning of what she reads when she substitutes the words. These weaknesses will need to be looked at and addressed, while still using the student s strengths to our advantage, if the researcher is to aid the student in developing her fluency in reading. Therefore, the researcher and the cooperating teacher have developed a plan to help the student succeed in developing her fluency skills. The cooperating teacher has agreed to set aside an allotted amount of time during reading groups on Tuesdays and Thursdays for the researcher to work with the student. This time will allow the researcher to work one on one with the student to help improve her fluency. On these Tuesdays and Thursdays, the cooperating teacher and the researcher have agreed on six lessons that are to be taught to the student. The first lesson to be presented to the student will merely discuss reading fluency and what it takes to be a fluent reader. The student will define reading fluency in her own words. The researcher will have the student brainstorm examples of what it takes to

4 be a good reader. From the examples the student gave, the researcher will have the student model what she thinks some of the behaviors look like. This will allow the student to begin to get into the mindset of a fluent reader. The second lesson given will deal with ideas such as chunking, decoding and rereading, all of which are useful strategies when developing good readers. Following the discussion, student will read a novel text. Periodically throughout the read, the researcher will stop the student and re-discuss chunking words, decoding words for meaning, and the importance of rereading. The student s answers to these discussion questions will show if she is grasping the concept. After reading the novel text, assessment of the content does not necessarily need to be checked, as this activity is more for developing understanding about key terms relating to fluency. The third lesson given will be one in which the researcher models fluent reading. The lesson will begin with the student defining the term fluency and model it in a reading drill. The student will discuss ways they could read more fluently, and watch as the researcher demonstrates reading in both a rough and smooth manner. The researcher can ask questions about both the rough and the smooth read to the student to see why she thinks it is better to be a fluent reader. To apply what she has learned, the student will demonstrate reading to the researcher using the fluency strategies. During the fourth lesson, the student will initially review their knowledge of the importance of the decoding and rereading strategies. These strategies are focused on in multiple lessons because of their extreme importance to the development of fluency in a struggling reader. From their initial discussion, the student will complete a timed

5 assessment of their words read per minute. The student s progress will be documented as these events are occurring. For the fifth lesson, the student will be given a couple of fables in which they will analyze. The student will be given copies of, The Fox and the Stork, and The Jay and the Peacock. While they are reading, the researcher will time the reading, as well as document the number of words spoken incorrectly. The student will be allowed to reread the same passages to help the researcher chart the progress of the student s reading fluency. The sixth and final lesson will be somewhat of a culmination of all the other lessons and activities. The researcher will aid the student in reading the book, The Landry News, a book the student has chosen to read from her classroom library. The researcher will also work with the student on completing a corresponding graphic organizer that goes along with the students reading of the book. The student will read silently select passages of the story, and then read the same passage aloud to the researcher. The researcher tallies the number of miscalled words, and records them on the Repeated Readings graph. The student will then be asked to set a goal they hope to achieve in terms of speed of reading and number of errors made for the next time they read the passages. The lesson will finish with the outcome based assessment to help show what the student has learned over the period of time they have been working with the researcher.

6 October 15, 2009 To Whom It May Concern; I am looking forward to working with your student. Her enthusiasm and willingness to read will make the lessons both engaging and fun at the same time. For the next few weeks, I will be working with your student on Tuesdays and Thursdays during their reading group time for a 30 minute period. The lessons will focus on improving the flow and fluency of your students reading. The ability to read smoothly and efficiently is a vital step in the process towards becoming a good reader. In each lesson, the teacher will begin by having the student review some familiar topics and terms. This not only helps get the student ready to learn and review useful concepts, it gives the student a feeling of success already by putting them in a situation in which they feel they can succeed. We will be reading a couple of pre-selected books, as well as books that your child chooses from our classroom library. A time will follow the reading where the child is encouraged to reflect on what they have learned through open discussion with the teacher. This open discussion will help show both of us what ideas and theories are being learned, and what items we need to work on a little bit more. The student will be assessed throughout the reading lessons. At the halfway point, which comes after lesson three, a running record will be taken to help show the student progress. An outcome based assessment will also be given at the end of the six lessons to determine how much the student has improved. Over the next few weeks, I will do everything in my power to help ensure your students needs are met, and they truly become an effective and proficient reader. Sincerely, Mr. Welcher

7 Information Page Adam Welcher The book, The Landry News, was written by Andrew Clements in The book revolves around Cara Landry, a new fifth grade student in Mr. Larson s classroom. Cara publishes her own individual newspaper entitled The Landry News, and writes an editorial about her teacher, Mr. Larson. Mr. Larson at one point was a top quality teacher, but of late has become too apathetic to be an effective teacher. Mr. Larson, reminded by Cara s editorial, returns to his old teaching ways full of energy and life. A fellow student writes and editorial for the paper that deals with divorce and his parents separating, and this moves Cara. The publication of the paper enrages Mr. Barnes, the principal. He does not feel Mr. Larson should be allowing his students to publish and write such things. The debate continues over whether the students should be allowed to continue to publish the Landry News. The story climaxes in the end when a ruling is made on the fate of the newspaper. The graphic organizer that is used for the story was selected because it can help the student to comprehend how the story progressed. The organizer asks for the main characters, the setting, the problem, the events leading up the solution, and the eventual resolution. The student can fill out the graphic organizer with single sentences. Even these short sentences show the students followed the progression and concepts of the story. This book and graphic organizer will be used with the sixth and final reading mini lesson.

8 Name: Story Map Directions: Fill out each section below for the story you are reading. Setting Where does the majority of the story take place? Characters Who are the main characters? Who are some minor characters? Plot/Problem What is the major issue that arises in the story? Event 1 Event 2 Event 3 Outcome Name: Student How was the problem solved? Story Map Directions: Fill out each section below for the story you are reading.

9 Name: Story Map Directions: Fill out each section below for the story you are reading. Setting Where does the majority of the story take place? At the school Characters Who are the main characters? Cara, Mr. Larson, Dr. Barnes, Michael Who are some minor characters? Other members of the class, members of the school board at the end of the story, parents Plot/Problem What is the major issue that arises in the story? When the article entitled Lost and Found is printed. Dr. Barnes is upset by this, as he feels it is to revealing for the kids. He is upset with Mr. Larson for allowing the article to be published. Event 1 The article Lost and Found is printed in Cara s newspaper, The Landry News. Event 2 Dr. Barnes reads the article, feels it is inappropriate for school. Dr. Barnes becomes upset over the matter. Event 3 Dr. Barnes confronts Mr. Larson over the printed article and his teaching style in general. The two disagree on how things should be taught and what should/should not be printed Outcome Name: Student How was the problem solved? Story Map Hearing Directions: is held in Fill the out auditorium each section in front of students and parents. The hearing is held and it is decided after testimony from Cara and others that Mr. Larson is to be vindicated. Cara publishes a new issue with Mr. Larson Vindicated! as the headline article.

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