Katherine+Rydzy

** Tutoring Log 5 ** ** March 7, 2011 ** ** Session Goals/Objectives: ** o Inquire about practice reading at home during the week  o Purpose: build good reading practices o Repeated Reading of __I’m The Biggest Thing in the Ocean__ (by student request)  o Purpose: Allow the student to read a text that he is excited to read, practice reading with expression and automaticity o Making Words Lesson  o Purpose: develop an awareness of word families to assist the student in reading by analogy, spell words based on heard sounds, matching sound and symbol, sort words based on common characteristics, using rhyming patterns to spell transfer words o Review high frequency words from last week’s game using personal word wall  § Add five new words  § <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Play concentration with the words <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Purpose: develop a larger high frequency sight vocabulary, engage student in practicing reading high frequency words, reinforce the use of a personal word wall as a reading and writing aid o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Read a decodable story that contains the high frequency words and making words (teacher created) <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Purpose: Read high frequency words in context, transfer patterns studied during making words activity to contextualized reading, scaffold decoding strategies during a reading o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Repeated Reading of No, David! using echo reading <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Purpose: model fluent oral reading (including accuracy, expression, and rate) for the student to copy <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Summary/Observations: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Dexter stated that he did not read any books at home during the past week. He added that he does not have books at home anymore. He used to have books, but his mom gave them away. According to Dexter, his mom talks about going on spellingcity.com to practice with him, but it never happens. He does not check out books from the school library and his family does not go to the public library. ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Repeated Reading of __I’m The Biggest…__ ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Dexter continues to love reading this book. He read with expression and has only one miscue (the word shrimp) while reading. He wants to continue starting each session by reading this book. ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Making Words **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">This activity was the largest portion of our tutoring session. It takes Dexter a very long time to make and sort words. It was interesting to see the ways that Dexter attempted to make words. For example: <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">For the word ear, Dexter spelled eat. From there he turned it to heet and then heer. <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">For the word heat, Dexter initially spelled hetr, but was able to correct it with guidance. <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">For each, he started with ehea. He had difficulty assigning letters to the /ch/ blend. <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">For reach, he couldn’t hear if the /r/ was in the beginning, middle, or end of the word. He had the rest of the letters correct. I inserted the r into each spot, but he couldn’t decide which was correct. Anything associated with the letter r continues to be a struggle for Dexter. <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">For there, Dexter started with taeh. We backed up to spell the word the and then talked about how to change it to there. <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">For teacher, Dexter used the word teach (which was already on the table). He used analogy spelling to make cheater from cheat also. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">During the word sort, Dexter started by grouping cheat and cheater. The he made a group of words that have an /ea/ pattern: eat, ear, hear, heat, each, reach, teach, teacher, cheat, cheater. Of those words, Dexter could read eat, ear, and teach independently. He remembered that teacher was one of the words, and looked though the cards until he found a word that matched. The next step in the sort was to divide the /ea/ words into rhyming families (ear, eat, each). We practiced use the rhyming chunk to decode words. Dexter seemed to grasp the strategy. After several models and supported practice opportunities, I observed Dexter using his hand to cover the r in reach, read the /each/ chunk, and then and the /r/ to the /each/ chunk. I emphasized that good readers say chunks of words when they sound them out instead of sounding out each letter individually. I have hope that this strategy could make a difference in Dexter’s decoding ability. Dexter picked a few words from the sort to add to his personal word wall. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">High Frequency Words __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Dexter stated that he did not use his personal word wall to write during the previous week. I asked him to read the words that we added last week as a review. He could not read any of the high frequency words from the previous lesson automatically. At this point, I decided not to add an additional five words this week. I will save the new words for next week to give him a chance to develop automaticity with the current words. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">We played concentration using the words from Dexter’s personal word wall. He was able to read three words correctly during the game (ride, saw, and ran). His miscues included: <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">cap for came <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">even for have <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">I’m for am <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Eat for ate <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Or for our <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Want-stretched the word out, but couldn’t blend the sounds <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">T for they <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Dexter enjoyed the game and wanted to win. I even caught him cheating! The game provided practice saying the words, but I’m not sure if it is enough reinforcement to add the words to Dexter’s sight vocabulary. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Decodable Story __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">I prepared a few sentences that used the high frequency and making word activity words in context. My goal was to see how the isolated practice transferred to reading in context. I took a running record while Dexter read the text. I observed many good reading habits: <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo4; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Going back to the beginning of the sentence and rereading for fluency <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo4; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Segmenting cheater into chunks (with assistance) ch/eat/er to decode <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l2 level1 lfo4; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Correct reading of high frequency words <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Dexter’s errors tended to be due to careless attention to the words on the page. His errors were visually similar to the written word, such as quit for quiet and gave for have. He also has very poor phrasing while reading, with frequent long pauses. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Echo Reading: No, David! __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">This was the second reading of the text, __No, David!__ During the echo reading portion of the reading, I used my finger to track print, turned the pages, and modeled expressive accurate reading. Deter was able to mimic my reading successfully. Afterwards, he read the text aloud independently. His reading contained more expression than last week’s reading, was at an appropriate rate, and had only one miscue! He could not decode the word that’s. But he did isolate the /at/ chunk inside that word and attempt to use it to read the entire word. Following the reading, I pointed out all the great things he did as a reader and told him that I was proud of the word he was doing. ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Critical Reflection: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Morrow, Kuhn, and Schwanenflugel (2006) state that “the success of a literacy program…depends on the environment at home.” Parents must be involved in the literacy events of their children. There should also be a connection between the home and the classroom. Based on this information, it can be deduced that Dexter would benefit from reading experiences and practice in the home environment. This home-school connection would be one strategy to bring his reading abilities to grade level. It appears that this critical link in Dexter’s learning is missing. He is not reading at home and his mom is not making a full effort to support his classroom learning. Discussion of Dexter’s home activities usually center on what video game he played with his sister over the weekend. The lack of books in the home is a possible indicator that the home does not support literacy development. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Thomas and Wexler (2007) comment on the need to develop reading fluency as a way of supporting struggling (adolescent) readers. Fluent reading allows that reader to focus on understanding of the text. Repeated reading is identified as one method of building reading fluency. My experiences with Dexter involving repeated reading agree with Thomas and Wexler’s suggestions. Dexter is reading in a more fluent style, with better expression and accuracy. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Rasinski, Rupley, and Nichols (2008) discuss the importance of word families to beginning readers. They declare that teaching word families and spelling patterns will assist readers when they encounter new words. Methods of instructing students on word families listed in the article include isolation of rimes, word walls, and reading in meaningful texts. While they diverge into supporting rhyming poetry for this purpose, many of the activities in today’s session suit the same purpose. The Making Words activity pulled out word rimes and allowed Dexter to study the connection between words in the same family. He selected important words from the activity to add to his personal word wall, and then we followed the activity by reading some of the words in context. While the article does not mention combining these activities with high frequency word study, it suited our purpose (and tight time schedule) to address both areas at the same time. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Echo reading is a strategy identified in __The Fluent Reader__ by Rasinski (2010). It leads to increases in time spent reading. The activity provides cues for struggling readers, giving them a stronger voice and more confidence. It provides an opportunity to read with support from the teacher without the negative connotations of that support. I agree with Rasinski’s view of echo reading. Dexter was able to read the text with a greater amount of fluency while participating in the echo reading. Rasinski states that the student should track the print with a finger, showing that he is reading words, not mimicking what he heard. During this activity, I tracked the print for Dexter. If I were to repeat this style of reading, I would change the format to fit Rasinski’s recommendation. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Next Steps: ** <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l4 level1 lfo5; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Reread __I’m the Biggest…__ and __No, David!__ <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l4 level1 lfo5; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Continue working with high frequency words, with the goal of adding new words to our set <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l4 level1 lfo5; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Use an additional making words activity to practice spelling and decoding by analogy ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">References: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Morrow, L. M., Kuhn, M., & Schwanenfluegel, P. (2006). The Family Fluency Program. __The__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> __Reading Teacher, 60__(4), p. 322-333. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Rasinski, T., Rupley, W., & Nichols, W.D. (2008). Two Essential Ingredients: Phonics and <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Fluency Getting to Know Each Other. __The Reading Teacher, 62__(3), p. 257-260. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Rasinski, T. (2010). __The Fluent Reader__ (2nd ed.). New York: Scholastic. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Thomas, C.N., & Wexler, J. (2007). 10 Ways to Teach and Support Struggling Adolescent <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Readers. __Kappa Delta Pi Record, 44__(1), p. 22-27. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">For April 6th Class: **

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Case Scenario (February 28, 2011): <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt; text-indent: 0.25in;">I am tutoring a second grader, Dexter. He is a new tutee, not a continuation from last semester. We have had three sessions so far, most of which focused on assessing his reading skills. Dexter is a struggling reader. Using the QRI, his accuracy at Pre-Primer 1 was in the frustration range. His comprehension was independent though due to picture cues. He has a limited sight vocabulary and is at the emergent spelling stage. He is shy and reluctant to take risks during our session. If he is unsure of his ability to do something, such as read a word list or passage, he would rather not do it than do it wrong. It also seems that his stamina runs out after about 40 minutes.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt; text-indent: 0.25in;">I had picked a few goals for our intervention sessions. I think that I can make a bigger impact on his reading if I limit the scope of skills we address to provide multiple exposures and deeper understanding. Currently, my four big goals are: · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Solidify Dexter’s knowledge of the alphabet (he missed three letters on the recognition test) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Provide instruction on using word families to read by analogy · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Build his sight vocabulary for high frequency words · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Improve fluency through repeated reading.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt; text-indent: 0.25in;">I want to work on these goals in a context that will build his confidence as a reader, allowing him to become more engaged and excited in situations that require him to read new material. I also know that I may need to touch upon other skills and strategies along the way (he already stated that he doesn’t know what ! and ? mean). Some of the instructional strategies that I want to rely upon include repeated reading, Cunningham’s making words, high frequency word games, and tactile experiences working with letter shapes. In addition, I plan to research ways to tie in Words Their Way activities with the word family instruction. This will be the need step for me as I prepare our sessions.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt; text-indent: 0.5in;">What I need help with is developing an organizational pattern for my sessions. I’m not sure about how to structure our time together. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Considering a 40 minute session, how much time should I dedicate to each goal? · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">What other elements should I add to our sessions that aren’t listed above? · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Should I condense the number of goals, allowing more time for each of them? · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Are there any other strategies that you would recommend I include in the sessions?

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">End of Case Scenario (2/28/11)-Thanks!

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**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Tutoring Log 1 ﻿ ** **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">January 31, 2011 **

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Session Goals/Objectives: ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student Introductions · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Burke Reading Inventory · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Alphabet Recognition Assessment · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">QRI Word Lists · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Spelling Inventory · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Fluency Assessment at grade level · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Shared Reading **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Summary/Observations: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">I am tutoring Dexter, a second grader. He has been identified as a struggling reader by his teacher. During our session, he appeared very quiet and shy. It took several minutes before he would speak aloud to me, relying on nodding, hand gestures, and body language to convey his message until he felt comfortable with me. He never made eye contact. He has a speech impediment that prevents him from making certain sounds. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Dexter has been in the same school since first grade. He is not sure where he went to kindergarten. He has an older sister that he likes to play games with. He lives with her, his mom, and his dad. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Burke Reading Inventory ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Dexter states that he sounds out words when he doesn’t understand something. He does not know any other strategy to use when he gets stuck. He had a hard time thinking of a person who is a good reader, but with prompting, decided that his teacher is a good reader because she reads chapter books. He doesn’t think that she ever gets stuck while reading, but if she did, she would probably sound out the word. Dexter thinks that he is “a little bit” of a good reader, but he doesn’t know what he would like to do to become a better reader. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Alphabet Recognition ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">The alphabet recognition test showed that Dexter is still solidifying his understanding of the names of the letters. He was able to name all of the uppercase letters correctly and automatically. The lower case letters were more difficult. Dexter’s mistakes were due to letters that are visually similar to each other, such as  · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">i for j    · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">w for m (self corrected immediately) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">a for q <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">At the end of the assessment, I prompted Dexter to go back to the j and q. He was able to read them correctly the second time. I explained that he said different letters the first time that he read them. He said that they looked different before. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">QRI Word List: Independent at PP1, Frustration at PP2 ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Dexter read the Pre-Primer 1 word list from the QRI with relative ease. He read 15 words correctly and automatically. He attempted to sound out 2 additional words with no success. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Wa…stit… for with · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Ha…ch…be for he <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">The Pre-Primer 2 word list was very difficult for Dexter. He read 8 words correctly and automatically (frustration is 14 words or less). The correct words were **like, doing, play, people, look, too,** and **help**. Most of his errors had the correct onset, but others were random guesses. His errors were usually read automatically. When Dexter stopped to decode a word, the guess was random with no obvious relationship to the given word.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in;">Correct Onset: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Made for make · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">See for same (identified) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Where for write · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Jump for just · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Open for other · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Plants for place · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">With for where

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in;">Unknown Strategy: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">See for were · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Cup for work · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Make for some · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Stay for they · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Yar for under

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Words Their Way Primary Spelling Inventory: Emergent Stage ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Dexter spelled 14 words on the primary inventory. None were spelled correctly. He scored the most feature points for final consonants (5/7). He had 4/7 beginning consonants, 2/7 short vowels, and 1/5 blends. Dexter missed all of the diagraphs and long vowel patterns. In total, Dexter earned 12 out of 49 points. Dexter seems to be at the emergent stage of spelling, but his work shows that he is simultaneously working at the early letter name-alphabetic stage. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Dexter was reluctant to participate in this assessment. He obviously does not enjoy writing and looks for ways to avoid it. He is aware that spelling is very hard for him, but doesn’t seem to know any strategies for improving his skills. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Fluency Assessment ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">I chose to give Dexter a passage at grade level to get a sense of the challenge that he faces while working in his second grade classroom. My goal was to take a running record, assess his work with the fluency rubric, and ask a few comprehension questions to maximize the information I could draw from one assessment. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">It was nearly impossible to take a running record on the passage (What Can I get for My Toys, QRI level 2). I resorted to having Dexter point to the words as he read them, so I could visually see what he was trying to say. There was little in common between the story I heard and the words that Dexter read. I abandoned the effort. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Using the NAEP fluency rubric, Dexter scores a 1 for grade level text. (Assessment for Reading Instruction, page 149). Rather than ask the comprehension questions at the end of the passage, I asked, “what has the story been about so far?” Dexter’s response was very vague and drew mostly from the previewing questions we talked about before beginning the passage. It is obvious that a level 2 passage is far into Dexter’s frustration level. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Shared Reading ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">I chose a picture book to complete as a shared reading. The text is called __I’m the Biggest Thing in the Ocean__ by Kevin Sherry. I like using the text with young readers that I don’t know well because it is repetitive, has many picture clues, and is highly engaging. It is about a squid that brags about being big until he is eaten by a whale. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Dexter was able to recall words from page to page when supported by the repetitive features. I noticed that Dexter was decoding words using picture cues, such as crab or jellyfish. I stopped to point out that he was using a great reading strategy. Dexter stated that he was not using the pictures to help him read. He was sounding out the words. There was no observable evidence of sounding out words. Dexter had very strong comprehension for the text. He was able to make predictions and inferences. I suspect that the added support of listening to me reading with him and discussing the story page by page increased his understanding. I suspect that Dexter’s listening comprehension level is significantly higher than his oral reading level. We will return to this text in the next session to further develop it through repeated reading. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Critical Reflection: ** **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Burke Reading Inventory ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">McKenna and Stahl (2009) state that reading attitudes arrive from three factors: reading experiences, beliefs about what will happen when we open a book, and beliefs about how those we value feel about reading. Dexter’s reading inventory allows me to inference many things about the way that these three factors are influencing him. Dexter’s history of reading experiences has prepared him to talk about reading. He obviously has experience being immersed in texts. There are also people in his life that value reading, such as his teacher (and possible his parents). His beliefs about what will happen when he opens a book are most clear throughout the inventory. Dexter is reluctant to talk about his reading abilities. He becomes shy and reluctant to take risks by sharing information about himself. He didn’t want to talk about why he thinks he is “a little bit” of a good reader nor how he learned to read. It can be inferred that he is insecure about his reading abilities. This must have an impact on the way that he faces every book put in front of him. One of the goals of my intervention will be to improve his confidence as a reader. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Alphabet Recognition ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Bear, Invernizzi, Templeton, and Johnston (2008) state research that the ability to name letters is one of the greatest predictors of reading success. They also state that children should have letter names mastered by five years of age. As a second grader, Dexter should be beyond the letter learning stage. Yet, he still has confusions about six lowercase letters. This is a red flag for reading achievement. It is recommended that children who miss this benchmark should receive direct instruction in a “naturalistic, fun, and game-like manner (page 99).” This will be a guiding principle for instruction as I work to remediate this lapse in Dexter’s learning. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">QRI Word List ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">In a study conducted by Wise, et al., it was discovered that real word reading, as provided by the word lists in the QRI, had the strongest correlation to reading comprehension (when compared to nonsense word reading and connected text word reading). This validates the use of a leveled word list as a quick-and-dirty glimpse at Dexter’s reading level. Based on this knowledge, I can reasonable believe that Dexter is a struggling reading, working at the kindergarten level. His frustration on the Pre-Primer 2/3 lists is a strong indicator that intervention is necessary to accelerate Dexter’s reading acquisition. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Spelling Inventory ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">The inside cover of __Words Their Way__ gives a concise explanation of the spelling stages. It states that the emergent stage is typical for preK to mid-1 students. Dexter is a mid-2 student. According to the suggested progression, Dexter should be between the Letter Name and Within Word stages. Again, this is significant evidence to the fact that Dexter is a struggling reader in need of acceleration. It is suggested that a student at Dexter’s stage will benefit from “enhanced alphabet knowledge, develop(ing) phonemic awareness, and building vocabulary.” Again, this data will be valuable in planning the coming intervention sessions. This is the second instance of alphabet knowledge appearing on the agenda for Dexter’s intervention. It seems that solidifying his knowledge of letters will be a big step in moving his reading skills forward. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Fluency Assessment/Shared Reading ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">These two assessments/activities show that Dexter needs to develop his ability to read connected text fluently. Rasinski writes that many young readers do a “mediocre” job when reading a text the first time (p. 88). He suggests the used of repeated reading to provide the student with a master of the text, comparing it to the repetitive practice of athletes. This practice will develop reading that has “few errors, appropriate rate, meaningful expression, and good comprehension.” It will be interesting to return to the initial readings of these texts and compare then to later reading to validate Rasinski’s claim that repeated reading will address these weaknesses. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Next Steps: ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">inquire with teacher about glasses · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">QRI for oral reading at PP1 level · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Sight word assessment · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Begin instruction on missed lowercase letters · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Continue working with __I’m the Biggest Thing in the Ocean__ through repeated reading to develop fluency **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">References: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2008). __Words Their Way, Word Study__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">__for Phonics, Vocabulary, and Spelling Instruction__ (4th ed.). Upper Saddle River: Pearson <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Merrill/Prentice Hall. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">McKenna, M., & Stahl, K. D. (2009). __Assessment for Reading Instruction__ (2nd ed.). New York: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">The Guilford Press. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Rasinski, T. (2010). __The Fluent Reader__ (2nd ed.). New York: Scholastic. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Wise, J., Sevcik, R., Morris, R., Lovett, M., Wolf, M., Kuhn, M., Meisinger, B., Schwanenflugel, <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">P. (2010). The relationship between different measures of oral reading fluency and <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">reading comprehension in second-grade students who evidence different oral reading <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">fluency difficulties. //Language, Speech, and Hearing Services in Schools, 41,// 340-348.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">-End of Tutoring Log 1-