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					Amber Verrall
EDSP 502
11/8/10

                                Progress Monitoring:
                                              Part 2
Overview of Lessons Taught

10/12, Tues,    Introduction of “peanut butter and jelly” combinations gl, bl, cl, fl, sl and review
WK 2            of silent e combinations. Lesson included individual and choral practice sounding
                out, segmenting/blending words, and reading words with blends. Materials
ZH and BM       included letter tiles, hand signals (pantomiming peanut butter and jelly sandwich
                sticking together), word lists, and sounds on sentence strips.
10/13, Wed,     Further practice with blend combinations gl, bl, cl, fl, sl and silent e words.
WK 2            Lesson included reading passages that contained target words, individual and
                choral practice sounding out, segmenting/blending words, and reading words with
ZH and BM       blends. Materials included reading passages, letter tiles, hand signals
                (pantomiming peanut butter and jelly sandwich sticking together), word lists, and
                sounds on sentence strips.
10/14,          Blend combinations of gl, bl, cl, fl, sl were reviewed through pantomime and
Thurs, WK       reading words lists that contained target words. DIBELS assessment was
2               administered.
ZH and BM
10/19, Tues,    Review of previous combinations gl, bl, cl, fl, sl, and introduction of “peanut
WK 3            butter and jelly” combinations cr, br, fr, gr, dr, pr. Lesson included individual and
ZH and BM       choral practice sounding out, segmenting/blending words, and reading words with
                blends. Materials included letter tiles, hand signals (pantomiming peanut butter
                and jelly sandwich sticking together), word lists, and sounds on sentence strips.
10/20, Wed,     Further practice with blend combinations cr, br, fr, gr, dr, pr and previous
WK 3            combinations. Lesson included reading passages that contained target words,
ZH and BM       individual and choral practice sounding out, segmenting/blending words, and
                reading words with blends. Materials included reading passages, letter tiles, hand
                signals (pantomiming peanut butter and jelly sandwich sticking together), word
                lists, and sounds on sentence strips.
10/22, Fri,     Blend combinations of gl, bl, cl, fl, cr, br, fr, gr, dr, pr were reviewed through
WK 3            pantomime and reading words lists that contained target words. DIBELS
ZH              assessment was administered.
10/26, Tue,     Review of previous combinations gl, bl, cl, fl, sl, cr, br, fr, gr, dr, pr and
WK 4            introduction of more complicated “peanut butter and jelly” combinations spr, scr,
ZH              str, st. Lesson included individual and choral practice sounding out,
                segmenting/blending words, and reading words with blends in beginning and
                ending positions in words. Materials included letter tiles, hand signals
                (pantomiming peanut butter and jelly sandwich sticking together), word lists, and
                sounds on sentence strips.
10/27, Wed,    Introduction to r controlled vowels. Lesson included teacher demonstrations and
WK 4           choral reading of vowel + r pairings, letter tiles, sounds on sentence strips, and
ZH             target words. Students demonstrated relationship between r and vowels through
               adding a page to the alphabet comic saga that showed the relationship the r
               (villain) has to the vowels (heroes).
11/2, Tues,    Practice of r controlled vowels. Lesson included individual and choral practice
WK 5           sounding out vowel + r combinations and target words that contain these
ZH and BM      combinations. Materials included letter tiles, sounds on sentence strips, and word
               lists with target words.
11/3, Wed,     Further practice with r controlled vowels. Lesson included reading passages that
WK5            contained target words, individual and choral practice sounding out,
ZH and BM      segmenting/blending words, and reading words with vowel + r pairings. Materials
               included reading passages, letter tiles, word lists, and sounds on sentence strips.
11/4 Thurs,    R controlled vowel pairings were reviewed through word lists and sentence strips
WK 5           with sounds. DIBELS assessments were administered.
ZH and BM


Reflection on Student Progress

ZH
Observations: ZH tends to rely on his outstanding memory rather than his decoding skills when
reading or learning new sounds and strategies. He requires more exposure to the new concepts
presented in a variety of ways and with a variety of words to encourage him to use strategies
rather than relying on memorizing the materials. The pantomime gesture of putting the sounds
together into one sound was very effective in making this connection for him. Once he mastered
the initial “l” consonant blends, he was able to generalize the strategy to the next blends, and
these blends came more easily to him. He even brought spr, scr, st, and str words to the lesson
(before being taught these) to be included on the peanut butter and jelly word list, and he was
observed trying to explain the blends to other peers during peer reading time. By the end of the
third week, he was independently reading consonant blends in reading passages with a high level
of accuracy and confidence.

Changes to Intervention: As it appeared he had mastered this concept, intervention was changed
to focus on r controlled vowels. This appeared as an area of need for both students during
reading passages and assessments. ZH has demonstrated in subsequent practice and trials
consistency with the /ar/ and /or/ sounds, though he struggles in deciphering the differences in
the /er/, /ir/, and /ur/ sounds.

Assessment Analysis: The assessment on 10/14 demonstrates ZH’s beginning awareness of
consonant blends as his proficiency with these words improved, but he had two errors with these
blends. The assessment given on 10/22 likely reflected his developing awareness of these
consonant blend combinations as his oral reading fluency spiked. During the 10/22 assessment,
he was able to read more words during the time period, though he experienced about the same
number of errors. Analysis of the assessment shows that he experienced no errors with consonant
blends during this DIBELS assessment as well as the assessment given on 11/4. No assessment
was given the following week due to school wide Halloween celebrations. His oral reading
fluency dropped on the following assessment on 11/4. It is unclear if this drop is related to not
having an assessment the previous week, being given the assessments after returning from a
fieldtrip, or starting a new intervention. In these assessments, he read about 10 fewer words
overall during the reading period, but his number of errors was less than half of his typical
number of errors. Analysis of his most recent reading assessments, show that many of his errors
now center around the following: ch, sh, th, wh consonant diagraphs; ou, ay, ew, and oo vowel
interactions; ing and lk sounds.


BM
Observations: Prior to intervention, BM had partial mastery of the consonant blends, but he was
inconsistent in applying them in reading assessments. He was able to master the blends at a
quicker rate then ZH despite missing participation in many of the lessons due to the pull-out
testing required for his triennial IEP. He was resistant throughout instruction to using the
pantomime or using the term “peanut butter and jelly” sounds. By 10/22, BM was demonstrating
a high proficiency with the blends and words containing the blends, and he appeared bored with
the drills and practice.

Changes to Intervention: As BM had demonstrated high proficiencies in lessons, intervention
was changed to target r controlled vowels. BM had demonstrated difficulties with these sounds in
lessons and in reading observations. The sound for /or/ was a difficult sound for him in
particular. As BM’s ORF isn’t making progress and most of his errors occur with common
ending sounds, it might have been better, upon further reflection, to review r controlled vowels
with BM and focus his intervention on the ending sounds (ie. ing, ed, s) that he leaves off of so
many words.

Analysis of Assessments: BM’s oral reading fluency remained constant throughout the
intervention period. Further analysis of the reading assessments shows that he made two errors
with consonant blends on 10/14, no errors with consonant blends and one error with r controlled
vowels on 10/28, and no errors with consonant blends and one error with r controlled vowels on
11/4. During 10/14 and 10/28 most of BM’s errors were due to the following: suffixes ing, s, and
ed; vowel combinations like oo, ou, and ea; irregular sounds like ce; multisyllabic words like
favorite. His oral reading fluency dropped during the assessments given on 11/4. It is unclear
whether this drop is related to not being given assessments the previous week, limited
participation in lessons, or being given the assessment after returning from a fieldtrip. Most of
his errors in the most recent assessments relate to the following: suffixes attached to common
words s, ed, and ing; vowel teams like ou, oi, and ea,; compound words; consonant diagraphs;
irregular sounds like wr, ce, ght, ct, and lf.

Instructional Plan:
By the end of the November, the students will recognize and accurately read words with
consonant blends and r controlled vowels. Instruction and/or assessment will occur from 10:15-
10:30 on 11/9, 11/10, 11/16, 11/17, 11/19, 11/22, 11/30, 12/1, and 12/3.

				
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posted:8/22/2012
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