Pre Assessment Data Analysis

For this Unit Plan I worked one-on-one with first grade student Matt. I have decided to
work with Matt as he is struggling with reading fluency. The reading component that I
will be focusing on for this project is reading fluency. I used the oral reading fluency
assessment in order to gather pre-assessment data for Matts reading fluency abilities. In
order to administer the oral reading fluency pre-assessment I selected a first grade
passage, set the timer for one minute, and had Matt sit next to my non-writing hand.
Additionally, I prepared a numbered copy of the sample text for myself. I provided Matt
with the unnumbered copy of the passage and explained the directions to him. The
passage consisted of 196 words. Matt was given one minute to read the passage as I
followed along on my numbered copy. Matt read 57 words but only at 67% accuracy.
Matt correctly read 38 words in the one minute he was given. Matts pre-assessment ORF
score is 38 WCPM.
Matts Reading Fluency Scores
Date
11/4/2014

Words in Passage
196 words

Words Read
57 words

WCPM
38 WCPM

Lesson Plan #1
Rationale for lesson: By practicing and reviewing high-frequency words Matt will be
able to read these words more automatically as he encounters them in text. By becoming
more familiar with these high frequency words Matt will improve his WCPM and
improve his reading fluency.
Learning outcomes/objectives: Through participating in this lesson Matt will increase
his knowledge of high frequency words and read these words more automatically in
future texts. Matt will be able to read grade level text more accurately which should
increase his reading fluency and WCPM.
Assessment of student outcomes: Through participating in this game and practicing
reading high-frequency words Matt will be able to recall an increased number of highfrequency words from a designated list. On the next assessment of Matts knowledge of
high-frequency words he should be able to automatically recall more high frequency
words that he was able to on his previous assessment.
Related Foundations/Indiana Academic Standard: 1.RF.4.4: Recognize and read
common and irregularly spelled high- frequency words by sight (e.g., have, said)
common. 1.RF.3.2: Blend sounds, including consonant blends, to produce single and
multi-syllable words. 1.1.8: Add, delete, or change sounds to change words. 1.RF.3.4:
Distinguish beginning, middle (medial), and final sounds in single syllable words. 1.1.10:
Generate the sounds from all the letters and from a variety of letter patterns, including
consonant blends and long- and short-vowel patterns (a, e, i, o, u), and blend those sounds
into recognizable words. 1.1.13: Read words by using knowledge of vowel digraphs (two
vowels that make one sound such as the ea in eat) and knowledge of how vowel sounds
change when followed by the letter r (such as the ea in the word ear). 1.RF.4.2: Decode
one- syllable words in the major syllable patterns (CVC, CVr, V, VV, VCe), independent
of context. 1.RF.4.6: Read grade- appropriate root words and affixes including plurals,
verb tense, comparatives (e.g., look, - ed, -ing, -s, -er, - est), and simple compound words
(e.g., cupcake) and contractions (e.g., isnt).
Materials Needed: Candy Land board game and stickers with high frequency words
placed on squares.
Lesson/Activity Presentation:
Anticipatory set: Before beginning this activity I will talk about sight words and
why they are important. I will review how being familiar with sight words can
help us to be better readers and writers. I will then explain the activity and the
rules for playing the game.
Teaching procedures: Matt played the Candy Land High-Frequency Word Game
with 2 of his classmates. I sat nearby watching as the students played and ensured
that they followed rules and played correctly. I intervened as students encountered

troubling words and assisted them with sounding out the words in order to learn
new high-frequency words that they have not yet mastered.
Guided & independent practice: For this lesson I created a sight word game
using a Candy Land game board. Each colored square has a high-frequency word
written within the square. Students must draw a card and find the next
corresponding color square as if they were playing Candy Land. However,
students must correctly read the high-frequency word written in the square in
order to move forward. If students are unable to read the word they do not move
forward and the next player takes their turn. Prior to starting the game I explained
the rules to Matt and 2 of his classmates. I encouraged them to pay attention as
the other players took their turn so that they could get practice with reading the
high-frequency words and to make sure that the other players read the words
correctly in order to move forward on the game board.
Closure: Students progress could be seen on their next assessment of the highfrequency words list. Additionally, activities like this can be beneficial in reading
grade level books and becoming more fluent in reading, having less errors, and
increased comprehension. Activities working with high-frequency words can also
improve students writing and spelling.
Differentiated instruction: Students requiring accommodations may have a game made
with fewer and easier high frequency words that are repeated throughout the game board.
Additionally, students requiring accommodations may have assistance from a teacher or
aide to sound out words rather than having to recognize words independently in order to
move forward.
Multicultural emphasis (if appropriate): Not applicable.
Technology (if appropriate): Not applicable for this lesson.
Reflection on lesson: Matt really enjoyed this game and did well at reading the majority
of the high-frequency words. This was a good way for me to address high-frequency
words that Matt has not yet mastered and assist him with sounding out the words and
becoming more familiar with the new words that are being introduced. Words that Matt
struggled with were words that do not follow rules that they have been taught, words with
unfamiliar blends, and words with two vowels together (i.e. where, school, read, write,
would, some, are, our, what, were, been, could, about, etc.)

Lesson Plan #2
Rationale for lesson: By practicing writing high frequency words Matt will gain
valuable practice with reviewing the high frequency words he will encounter in grade
level text. Additionally, practicing writing these words will provide Matt with valuable
practice using letter and sound knowledge that will be beneficial in reading and sounding
out unfamiliar words.
Learning outcomes/objectives: As a result of this lesson, the student will be able to read
high frequency words with greater accuracy. Additionally, the student will improve his
letter and sound knowledge to utilize in reading unfamiliar words in grade level text.
Assessment of student outcomes: Through completing this lesson Matt should become
more familiar with high frequency words and be able to recall more high frequency
words on his next assessment of sight words. Additionally, Matt should be able to read
high frequency words more automatically in text resulting in improved fluency and
WCPM.
Related Foundations/Indiana Academic Standard: 1.1.4: Distinguish beginning,
middle, and ending sounds in single-syllable words (words with only one vowel sound).
1.RF.3.5 Segment the individual sounds in one-syllable words.
Materials Needed: Shaving cream, table, flash cards with high-frequency words,
cleaning wipes.
Lesson/Activity Presentation:
Anticipatory set: Matt and I will review high frequency words and the
importance of being able to read and spell words that he will see in reading and
need to be familiar with in writing. Matt will be informed of the activity that we
will be doing today and the rules for the activity.
Teaching procedures: I will list high-frequency words for Matt to write on the
table that we will cover in shaving cream. Matt will write the high frequency
word and upon completion I will show him the flash card. Matt must compare
what he was written on the table to what he sees on the flash card to check if his
spelling is correct.
Guided & independent practice: Matt will work with me and write the high
frequency words on the shaving cream covered table as I say them. After Matt has
written the word I will show him the flashcard. Matt must determine if he spelled
the word correctly and fix any errors he has made.
Closure: Through this activity I will be able to work on mastering high-frequency
words with Matt and see what words he has mastered and what words he
continues to struggle with. This will also allow me to see if there are particular

letters/sounds that he is struggling with or any other reoccurring problems that I

see as we are completing the activity.
Differentiated instruction: As I see Matt struggling with certain words I will make note
of this and focus more time on reviewing and mastering these words.
Multicultural emphasis (if appropriate): Not applicable.
Technology (if appropriate): No technology used for this lesson.
Reflection on lesson: Matt really enjoyed this activity and was able to correctly spell and
pronounce several high frequency words. Matt was very energetic and had some
difficulty sitting still and focusing. Matt made some careless mistakes that he instantly
recognized and corrected whenever I slowed him down. This was a fun activity that could
be used in a variety of different subjects. It was a great way to gain and keep the students
attention throughout the lesson.

Lesson Plan #3
Rationale for lesson: This lesson will help Matt become more familiar with verb tenses.
By reviewing verb tenses and how they change a word, Matt will be more familiar with
the endings when encountering a variety of verb tenses in grade level text. Additionally,
Matt will be familiar with compound words and be able to break compound words into
smaller parts in order to read compound words with greater accuracy.
Learning outcomes/objectives: Through participating in this lesson Matt will be able to
use his knowledge of verb tenses to correctly read words with different verb tenses in
grade level text. Additionally, Matt will be able to recognize compound words and break
compound words down into component parts in order to read compound words with more
ease. By being familiar with verb tenses and compound words Matt will be familiar with
more words in grade level text and improve his fluency and WCPM.
Assessment of student outcomes: Matt will be able to read words with different verb
tenses and endings with ease in grade level text. Matt will demonstrate increased
accuracy in grade level text by correctly reading words with a variety of verb tenses.
Additionally, Matt will correctly read compound words and be able to break compound
words down into component parts in grade level text.
Related Foundations/Indiana Academic Standard: 1.RF.4.6: Read grade-appropriate
root words and affixes including plurals, verb tense, comparatives (e.g., look, -ed, -ing,
-s, -er, -est), and simple compound words (e.g., cupcake) and contractions (e.g., isnt).

Materials Needed: Papers, pencil, eraser, scissors, and glue.

Lesson/Activity Presentation:
Anticipatory set: Matt and I first reviewed verb tenses. Matt came up with verbs
and then we changed the tense by added ing and ed. I had Matt use the words in
sentences with each ending to hear how the word changes and how the meaning
changes although the action is still the same. Matt and I then reviewed compound
words. I gave him examples of compound words and he had to tell me what two
words made up the compound word. Then I had him give me examples of
compound words.
Teaching procedures: Matt and I reviewed the worksheet together and I helped
him understand the directions. Matt and I did the first problem on the verb tense
worksheet together and we reviewed the compound word worksheet. Matt then
worked independently to complete the activities.
Guided & independent practice: Matt and I first reviewed the assignment
together and brainstormed examples of verb tenses and endings and compound
words together. Matt and I discussed verb tenses and compound words and
discussed how they are used in sentences. Matt then completed his assignment
independently.
Closure: Upon completion Matt and I checked the assignments together. Instead
of me just checking the assignments and telling him how he had done I wanted
him to think back through the papers with me. For the verb tense worksheet I
would put the word he wrote in the box in a sentence using the column headings
and Matt had to determine if what he had put was correct. Matt and I also
reviewed the compound word worksheet together and stated the names of each
picture to check that he had correctly placed all images. Matt enjoyed reviewing
his work with me and putting the stamp on it upon review.
Differentiated instruction: Students requiring accommodations may have to complete
less of the questions or only one of the papers. Students may have additional assistance
from myself to complete the assignments rather than working independently.
Additionally, the compound word worksheet may have one of the three spaces already
filled in and students would only have to complete the other two to create the compound
word.
Multicultural emphasis (if appropriate): Not applicable.
Technology (if appropriate): Not applicable for this lesson.
Reflection on lesson: Matt took a little longer to catch on to the verb tenses but by
reviewing them and using them in sentences he caught on quickly. Additionally, I

underlined the ending of the already completed words in the boxes to help Matt see the
trend. Matt struggled to correctly spell the words as he switched between tenses (i.e.
dancing dance, and skipping skip). Matt did very well with the compound words
worksheet and caught on to the concept rather quickly. Matt was able to break compound
words apart into 2 smaller words and able to come up with compound words on his own.
I think this was a good activity that he was able to complete independently in order for
me to then assess his understanding of the lesson and information.

Lesson Plan #4
Rationale for lesson: By reviewing long and short vowel sounds Matt will increase his
knowledge of the sound vowels can make. Matt can rely on this knowledge when he is
reading unfamiliar words and can fill in the two vowel sounds, long and short, to
determine what the word is.
Learning outcomes/objectives: Matt will be able to use this knowledge when
encountering unfamiliar words in text. Matt will substitute long and short vowel sounds
in unfamiliar words to stretch out the word. Matt will also use this knowledge as he is
writing and listen for the two vowel sounds to correctly spell words with long and short
vowels.
Assessment of student outcomes: I will review Matts worksheets to ensure that he
understands the lesson and is able to distinguish between long and short vowel sounds.
Additionally, I will look for Matt to use this knowledge in reading grade level text and
substitute long and short vowel sounds when stretching out unfamiliar words. I will also
look for Matt to utilize his knowledge of long and short vowel sounds to stretch and spell
words continuing these vowel sounds.
Related Foundations/Indiana Academic Standard: 1.RF.2a: Distinguish long from
short vowel sounds in spoken single-syllable words.
Materials Needed: Leaf Worksheet, pencil, eraser, orange crayon, 2 turkey worksheets,
long and short vowel word list, construction paper feathers, black marker, scissors and
glue.
Lesson/Activity Presentation:
Anticipatory set: For this lesson, I first reviewed each vowel with Matt. We
reviewed the 2 sounds that each vowel can make, long and short. Next, Matt and I
reviewed words so that he could hear the difference between long and short
vowels in words. Matt and I reviewed how using vowel sounds can help him in
sounding out unfamiliar words as he reads and help him as he stretches out words
in his writing.
Teaching procedures: First, Matt and I reviewed the directions for the Raking
Up Long Vowel Sounds worksheet. Next, I gave Matt 2 copies of the paper with
the turkey body outline, one labeled Long Vowels and one labeled Short vowels. I
also provided Matt with a list of words and feathers cut from colored construction
paper.
Guided & independent practice: Matt completed the Raking Up Long Vowel
Sounds assignment independently and colored the words containing long vowels.
Matt then completed the turkey activity by identifying long vowel words and

short vowel words. Matt had to write the words on the feathers and glue the
feathers onto the correct turkey.
Closure: Upon completion, Matt and I checked his assignments together and said
each word aloud. Together we listening for the vowel and determined if it was a
long or short vowel and if he had placed it correctly. Matt did very well on both
assignments and seems to have a good understanding of long and short vowels
when focusing on the assignment. With more practice I hope that he will be able
to rely on this knowledge when reading to sound out problem words more easily.
Differentiated instruction: Students requiring accommodations could have words read
aloud to them to assist them with listening and identifying the long and short vowels.
Students may have shortened assignments and fewer words to identify as having a short
vs. long vowel.
Multicultural emphasis (if appropriate): Not applicable.
Technology (if appropriate): Not applicable.
Reflection on lesson: Matt did really well at the Leaf Worksheet and caught on to short
vs. long vowels quickly. Matt enjoyed the turkey vowel project and was able to identify
the words with short and long vowels independently and place them on the correct turkey.
I really liked these activities because they related to the current time of year. Additionally,
the turkey activity allowed Matt to be creative and make a project out of his work. I really
like activities like this that allow the students to create something as they work and see
the end result.
Word list:

hug
ham
cute
fed
snow
eat
sit
dog
acorn
fire

Lesson Plan #5
Rationale for lesson: This lesson is a way for Matt to review letter and sound
knowledge, review high-frequency words and blends, and practice identifying beginning,
middle, and end sounds. By reviewing these high frequency words Matt will be able to
read them with more ease in grade level text. Additionally, by reviewing letter and sound
knowledge and blends Matt will be better able to stretch and sounds out unfamiliar words
in text and improve his fluency and WCPM.
Learning outcomes/objectives: As a result of this lesson Matt will be able to identify
high frequency words in grade level text and on high frequency words assessments. Matt
will be able to rely on his knowledge or letters and sounds in order to sound out and spell
unfamiliar words in grade level text and writing.
Assessment of student outcomes: I will watch as Matt plays the games I have planned
for him and determine his ability to identify high frequency words and use letter/sound
knowledge to sound out and spell high frequency words and unfamiliar words.
Related Foundations/Indiana Academic Standard: 1.RF.3.2: Blend sounds, including
consonant blends, to produce single and multi-syllable words. 1.RF.3.4: Distinguish
beginning, middle (medial), and final sounds in single syllable words. 1.RF.3.5: Segment
the individual sounds in one-syllable words. 1.RF.4.4: Recognize and read common and
irregularly spelled high- frequency words by sight (e.g., have, said).
Materials Needed: Smart Board or computer.
Lesson/Activity Presentation:
Anticipatory set: Prior to beginning this activity Matt and I reviewed sight words
and how they can help us be better in reading and writing. Matt and I discussed
how being familiar with sight words can help him to be a better reader and can
help him to be able to spell and write better sentences and stories. Matt and I also
discussed how working on spelling and listening to sounds and connecting the
sound to the appropriate letter can also help him in stretching out unfamiliar
words as he reads.
Teaching procedures: I set up the activities for Matt on the Smart Board and
explained directions to him. I sat nearby and observed as Matt played the games. I
assisted Matt as he encountered unfamiliar or troublesome words and helped him
use strategies in order to locate the word or spell the words.
Guided & independent practice: Matt completed the games independently on
the Smart Board and practiced listening to and identifying high frequency words.
Matt practiced sounding out words and using letter and sound knowledge to

identify words. Matt also used his letter and sound knowledge to spell out words
and listen for beginning, middle, and ending sounds and blends.
Closure: Upon completion Matt and I reviewed the importance of practicing and
reviewing high frequency. I had Matt explain the strategies he utilized to me and
had him demonstrate how he utilized these strategies in the activities. I praised
Matt for his work and prepared him for his post-assessment.
Differentiated instruction: Students requiring accommodations or modifications may do
lower levels of these activities. Additionally, an adult who helps the student sound out
words to stretch out sounds may assist students requiring accommodations with these
activities.
Multicultural emphasis (if appropriate): Not applicable.
Technology (if appropriate): Smart Board and abcya website.
http://www.abcya.com/dolch_sight_word_bingo.htm
http://www.abcya.com/sight_words_recognition.htm
http://www.abcya.com/dolch_sight_word_spelling.htm
Reflection on lesson: As this was our final lesson I wanted to allow Matt to play games
using the Smart Board as a reward for his hard work and participation. Matt did really
well with these activities and enjoyed getting to learn in a fun and interactive way that
incorporated technology and allowed him to be out of his seat and moving around as he
learned. The games are very appealing for young students and made reviewing the high
frequency words, letters, sounds, blend, and beginning, middle, and ending sounds fun
for him. I think this is a great activity and resource to use to get kids excited about
learning and practicing high frequency words. I plan to utilize this resource in the future
and find ways to incorporate games and technology into future lesson plans.

Post Assessment Data Analysis

The post-assessment passage consisted of 200 words. Matt was again seated next to my
non-writing hand, given a copy of the passage, reminded of directions, and given one
minute to read the passage as I followed along on my numbered copy.
Matts Reading Fluency Scores
Date
11/4/2014
12/10/2014

Words in Passage
196 words
200 words

Words Read
57 words
68 words

WCPM
38 WCPM
49 WCPM

Analysis: Matt read 68 of the 200 words. Matt read at 72% accuracy. Matt correctly read
49 words in the one minute he was given. Matts post-assessment ORF score is 49
WCPM. Matts ORF score increased by 11 WCPM from pre to post assessment. This unit
has proven to be successful as Matt not only improved his ORF score and read 11 more
WCPM, he also improved his reading accuracy percentage by 5%.