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Week 3
Goals:
1. John will understand that reading can be valuable even for children for entertainment and learning.
John will also gain confidence in his own reading skills. This will result in an overall MRP score of
80% by December.
2. John will be able to identify words out at an instructional 2nd grade level on the San Diego Quick
assessment by December
3. John will reach independent first grade reading level reading words in context on the QRI by
December
4. John will improve his reading rate to 45 WPM on first grade texts CORE assessments by December
5. John will improve in spelling vowel digraphs and igh/ough word teams, reflected by a move to late
within word pattern on the Words Their Way spelling inventory.
6. John will write a 3 sentence paragraph without help. Each sentence will contain an
independent clause. All sentences will be on topic, and will not repeat ideas. The paragraph
will be legible.
Background of the student: John is a second grade student who attends a private Christian school. He
has two older siblings, a sister and a brother, who both enjoy reading and have always read above grade
level. John is the only child in his family who struggles with reading. Though John has been well behind
his classmates in reading skills since kindergarten, he did seem to make some strides in his first grade
year, catching up in decoding (phonics skills) and comprehension. He is still behind in fluency and
writing. While his teacher from last year indicated on the classroom report that he was only one year
behind his classmates in these areas, I later learned that she was under the impression that the form
was going back to Johns mom and was not as honestly critical as she would have otherwise been. My
initial assessments indicate that Johns fluency and writing skills are at the primer level. The initial
assessments also indicate a weakness identifying and spelling words with vowel digraphs and igh/-ough
teams.
John has always been above grade level in oral language, which was evident also by the CORE
vocabulary assessment I gave him on which he scored independent at a 3rd grade level. As his classroom
report indicated, John also has strong comprehension skills despite his low fluency scores. He has the
advantage of being part of a family that often travels and has exposed him to various cultures and
experiences. His rich background knowledge seems to play a role in helping him to comprehend texts,
though his reading is so labored. John has never had behavioral problems in school, though he is easily
distracted when completing less desirable tasks (like those involved with language arts). He sees himself
as an okay reader, but he believes his friends are much better readers. Though he knows reading is
important for adults, he does not yet see the value of reading for kids except as it helps them later in
life.
Week 3:
possible until he does get faster. However, John did indicate that he does not like games of
speed, and I do like the thought and analysis he has to put into categorizing these words. I am
hoping that the categorizing part of this game will give him associations and connections that
make the words really stick with him. I might give this one more shot before I give up on this
method.
2. Identify areas of teacher talk that scaffolded, extended, or redirected the student response.
When John had trouble decoding these difficult words, I helped him by pointing out the
different phonemes. This allowed him to piece the sounds together to get near enough to the
word to figure it out. My teacher talk was mostly silent hints as he tried to identify the words
for himself, but it was nonetheless the scaffolding he needed to get the rest of the way by
himself.