Lily Kanefield

SERP407B

November 18, 2015

Reading Analysis Instruction Plan

My findings of this analysis are based off my work with Amy* a 15 year

old female student at Flowing Wells High school. The assessment was

completed on November 11, 2015, it entailed 2 word lists (grade level 1st and

2nd grade) and four passage readings grades 1st through 4th. I felt that

through this assessment my knowledge about Amys skills in reading grew a

lot.

When first looking at Amys decoding skills something that strongly

stood out to me was that when she came across larger words it seemed that

Amy would almost guess at the word based on the first letter or a collection

of letters in the word. Something that leads me to this conclusion was that

while doing word lists with Amy I noticed she in the second grade level read

the word though as the word thought, however, in the first grade level

passage, which contained the word thought, she read it as through. This

made me think that she was not using, or does know not understand,

decoding skills, because these words look similar however, they have some

determining letters that if you sound those out with the word, would change

the word completely. However, even though she mixed these words up I

thought the knowledge of the pronunciation of gh was very advanced, and

she needs to just slow down and focus on each letter of the word to be more

* A pseudonym has been used.

successful. Some other words that gave me the indication that she was

guessing words instead of decoding them was in passages three and four

when she read, change for challenge, frying for frightening, complete for

company, population for promotion, and would for should. These are what I

would consider to be more challenging words however, based on my

knowledge about Amy I dont think they are words she couldnt sound out,

therefore, I think she was just not using or doesnt understand decoding

skills. Amy also had a lot of trouble with word endings, she would often add,

omit, or mix up these endings (ed, s). This gives me the idea that Amy

doesn't pay attention to tenses or doesnt understand them, and that she

might also just be rushing through passages and not fully reading every

word. Her misunderstanding of tenses is also shown in passage three and

four where she switched, know for knew, wont for wanted, is for was, and

met for meet, worked for works and so on. This shows that she is not only

switches the tenses as they are read, but she also has inconsistencies within

her changes, therefore, shes not changing them all to past or all to present

tense, but she is so confused she is just changing them based on the

individual sentence in which the words appear. Most of the other words Amy

didnt know or pronounced incorrectly I thought were very advanced or were

names of countries and do not worry me in her overall reading ability.

When looking at Amys fluency and prosody she often repeated herself,

either by rereading sentences or self correcting, she read very choppy, often

ignored punctuation, and was very monotone throughout each passage. She

* A pseudonym has been used.

would often omit and insert words, I think she did this because it made more

sense in the sentence to her, she didnt know the word, or she thought it

sounded better, however, it only slowed down her reading and made it flow

less. Her errors in most cases did not change the meaning of the passage,

however, in some cases they did not fit in the passage at all. At the first

grade level she was Independent and had 2/85 miscues. In the second grade

level she was in the instructional level and had 10/197 miscues, she was also

instructional in the third grade level with 38/487 miscues. And finally in the

fourth grade level passage she was at the frustration level and had 35/263

miscues.

Although Amy had many miscues and often poor recall skills, I was

overall very impressed with her ability to answer comprehension questions.

For example for a first grade level passage Amys number of ideas recalled

was 8/20, however she answered all 6 comprehension (most explicit and

implicit) correctly putting her at an independent level for comprehension.

Similarly at the third grade level passage she recalled 24/74 ideas, however,

she answered 6/8 comprehension (3 explicit and 3 implicit) questions

correctly, putting her at an instructional level. This made me think that Am

does better when she is prompted on in information instead of just asked to

memorize and retrieve information.

For Amy there are many goals that I think could be attainable and

important. However, I have an overreaching goal that I think would be very

important. My goal for Amy would be that by the end of the year Amy can

* A pseudonym has been used.

read a third grade passage at the independent level. This would mean that

based off the reading she completed, she would only have between 0-12

miscues, and that she would be able to answer all comprehension questions

with 100% accuracy. I also want to work on Amys expression and fluency in

her reading, I do not have a measurable goal for this specific goal, however, I

am going to include help in this area to my instructional plan for Amy. In

order to help Amy attain these goals I am going to work on Amys decoding

skills, tense agreement, comprehension skills, and fluency.

In order to work on Amys fluency I think that an activity she would not

only really enjoy, but that would be very helpful for her would be echo

reading. This is where a passage in Amys instructional level (Second or Third

grade) would be chosen, and I would read aloud a short section of the

passage while Amy follows along silently, then Amy would read the same

passage directly after I read it. This would continue back and fourth until the

passage has been completed. Along with this reading while Amy was reading

if she was struggling on a word for more than 3 seconds I would read the

word for Amy, and then have her read the word correctly and then reread the

sentence including that word. This not only helps her learn this word, but it

also helps her self correct and then rework that sentence with fluency. I think

this would be a great activity to work on Amys fluency because it not only

focuses on her fluency, but it will allow her to hear the emotion in my voice

during the passage (another thing I want to see improvement on with her)

and it will give her some guidance, which I have noticed helps her a lot.

* A pseudonym has been used.

Another thing I want to work on with Amys fluency is that speed doesnt

matter, I think many of her miscue mistakes come from not taking her time

reading words, therefore, I want to model reading slow, fluently, paying

attention to punctuation, and reading with emotion.

To reach the goal I set for Amy to read at the Independent level of a

Third grade passage I will be also working on her decoding skills and tense

agreement, two of her most common mistakes in her reading. For tense

agreement I thought of an activity that I think would not only benefit the

understand of tenses, but also would help Amy in the future with writing

sentences using different tenses. I decided I would have small jars for Amy,

and she would be given sentences in one tense, she would have to read the

sentence and put an object (ball, coin, other around the classroom item), if

she was correct she would then be able to manipulate the sentence to fit the

other two tenses and if she did that correctly she could also put an object in

those two jars as well. Once she filled up the three jars, I would empty the

jars and go on to more challenging tense changes and irregular verbs, and

she would get to pick a privilege from their classroom wall. (In their

classroom the teachers have a privilege wall in which they allow students to

pick a privilege from the wall when they see fit, sometimes its 10 minutes on

the computer, getting to listen to music during lunch, etc.). To work on Amys

decoding skills I think I need to work on mostly blending of words, therefore I

would focus on blends, digraphs, and full word blending. To work on digraphs

I found a fun board game, that I think Amy would enjoy and I think I could

* A pseudonym has been used.

make similar games up to continue activities like this to help her work on

digraphs. (See board game below). To work on blends I think I could do a

similar board game to the digraph board game. However, to work on full

word blending and skills to be able to segment and sound out words I think I

do a more verbal and hands on activity with Amy. One that I really found

interesting was getting push lights (Which are just round lights that are

battery operated and turn on when you push them). I would have 5-6 out in

front of her. I would say a word for Amy that I thought fit in her direct needs

and was a little challenging. She would then push a light on for every sound

in the word, and then I would have her (or assist her write down the word).

This activity would help her segment words, recognize diagraphs and blends,

and help her think about sounds individually and blend the together.

To work on Amys comprehension I have thought of many small

exercises that I not only think will help her think about her reading more, but

I also think she will really enjoy. Amy loves reading, and told me that when I

started my work with her, however, she just needs some guidance in order to

have a better understanding about what she is reading and what that means.

I have noticed through my QRI test and my observation of Amy in general

that she probably has about a 50-100 word compactly for comprehension.

Therefore, I have decided the first thing I would do before doing any reading

work with Amy is mark every 50-100 words (depending on passage difficulty)

with a post it that says STOP. Amy will be instructed that when she reaches

one of these posts it she will have to stop and do one activity on the bingo

* A pseudonym has been used.

chart that I have provided for her (see below). When she has made bingo on

the chart she will then give me a two to three sentence summary of what she

has read so far and will receive $10 to her bank account. (In her classroom

the teachers have a reward system where the students receive fake money

for completing assignments, doing a certain number of hours in work skills,

and doing other activities). I think this would be a great way for Amys to

monitor her own thinking, really

Understand what she is reading, and be encouraged to do well on this

assessment.

* A pseudonym has been used.

 Materials/Prosody Rubric

B I N G O
Reread Draw a Write down a Think about Make a text to
that picture about question you how the self-connection!
passage. what you just have about characters
read that section. are feeling.

Predict Summarize Form a Write down two

what is what mental words that were
going to happened in picture of confusing or you
happen 1 sentence! what just didnt
next. happened. understand.

Answer a Make a text Name one Highlight 2 Rate how

question to world thing you things you interesting that
provided prediction! learned from thought were section was 1-
by the that section! important in 10!
teacher. that section.

By: Lily Kanefield

* A pseudonym has been used.

* A pseudonym has been used.
* A pseudonym has been used.