Erin+Kramer

Question: 1.Keeping in mind the gains he has made (mentioned above) and the evidence in this log what additional activities do you think N.T. could benefit from? March 8, 2011 **Session Goals/Objectives** =Teacher Goals= Teacher will: · Analyze miscues of a second reading using a running record. · Assess phonics knowledge using the Informal Phonics Inventory.
 * Log 6:** At this point this log is already nearly a month old, but it is an important one as it marks a turning point in N.T.'s reading. Our tutoring sessions for this course are complete, but I will continue to meet with N.T. In my final testing of N.T. I have discovered he has made significant gains in word identification/sight word vocabulary, fluency, and reading level (moving up to DRA 10). Small, but important growth has occurred in the area of phonics particularly in his ability to apply his phonics knowledge during contextual readings. One other area that is starting to take off is strategic word attack skills particularly using meaning to make sense of the text.

Student will be able to: · Partner read a challenging text for fluency. · Reread a familiar instructional level text for fluency and word recognition practice. · Read new instructional level texts. · Think about meaning using sentence and picture clues when problem-solving unknown words. · Read words in isolation to build sight word vocabulary. · Write a sentence using the word wall to assist in spelling. · Sort words based on short vowel word family. **Summary/Observations:**
 * Student Objectives**
 * Materials:**

//Click, Clack, Splish, Splash//
Books at instructional level BANG! Notecards Writing utensil File Folder Word Wall Short Vowel Word Family Sort Informal Phonics Inventory Twice on this test I note //e/i// confusion. I also noted when he was sounding out words with the /u/ sound he used the /y/ sound, but was able to figure out the word in the end. For example he read /s/ /y/ /p/, //sup//. I believe our work on short vowel sounds is an appropriate choice as is a focus on larger chunks that word family study provides. ||
 * ==What Happened in the Lesson == || ==Observations/Student Reactions/Progress == ||
 * N.T. was given the Informal Phonics Inventory again stopping after the //Rule of Silent e// section. This time he was given two examples prior to the //Final Consonant Blends and ng, Short Vowels, and Rule of Silent e// section. These examples served to both ensure he understood the directions and activated N.T.’s phonetic word attack strategies. The following are his final results: In the //Consonant Sounds// section N.T. missed the /s/ sound for the letter //c// and the /y/ sound. This score indicates mastery. N.T. correctly identified all consonant digraphs for a score of mastery. N.T. identified all of the beginning consonant blends. The //br// blend was said //dr// at first then self corrected. N.T. often confuses //b// and //d// . This indicates mastery. N.T. read all of the consonant blends correctly, but misread two words keeping the blends themselves intact. He misread //lilt// saying //pilt// and //lift// saying //left// . //Lint// was initially read //list//, then self-corrected. This score indicates mastery. In the //Short Vowel// section N.T. misread two words changing the short vowel sound. //Led// was read //lid// and //rot// was read //rut// . This score indicates mastery. In the //Rule of Silent e// section N.T. read all words correctly. || N.T.’s results on this assessment are very interesting to me. He has been given pieces of this test on several occasions and has performed at varying degrees. What is clear to me from this final test is that N.T. has a solid phonics skills that he is perhaps not able to use independently. The fact that he scored mastery in all sections he was tested in with a simple example of how to sound out words leads me to believe he has all of the pieces, but just needs the guidance during reading. Phonetic word attack skills are clearly something within N.T.’s zone of proximal development.
 * N.T. and I partner read //Click, Clack, Splish, Splash// again with the same procedure as last week. The first time N.T. read exactly the same section on his own that he read last time. On the second turn he read the majority of this book on his own. || I am impressed at how quickly he is picking this up. I notice that he is remembering a lot of the text he would normally find difficult. Some of the fluency I have modeled is transferring as well. Other parts he has chosen to read on his own he is recalling, but is not able to read fluently. I think continuing to choral read the piece together will help correct this. I hope that he continues to be motivated by this piece long enough to be able to read the entire text on his own. ||
 * N.T. chose to reread //Jolly Roger//, DRA 6. He had no errors and three self-corrections. He was very focused on the words //where// and //here// knowing that they look similar. He appealed for help on one occasion and we used meaning to decide which word it was. || N.T. is doing a great job with these books. I see progress with him little by little. I think our practice with meaning cues is finally starting to sink in. ||
 * Next, we read a new text, //Bear and Kangaroo//, a Reading A-Z story labeled level E. Prior to reading we did a picture walk to support reading for meaning. We discussed the pictures together and the plot of the story. Then we discussed using meaning to help figure out words you can’t seem to get when you’re sounding them out. During reading I modeled this strategy again for him. To my great pleasure he finally bought into it! On page 4 I modeled and thought aloud for him, on page 6 we used the strategy together, on page 7 he used the strategy with less support, and on page 8 he used it on his own. || I am so excited N.T. is finally understanding how we can use meaning to help us figure out hard words. I think I might want to have him help me create a strategy card. We can write down notes together on the strategy card—What I can do when I need help. So far we can put down try the sounds, check the picture for a clue, and think about meaning. I’d like to work on “look for chunks I know” in the future. Maybe it’s time to find decodables he can read with word family words in them that match his sorts. ||
 * We added four words from the story to his pile of BANG! cards, //kangaroo, high, three, there// . The last two were chosen because they are visually similar. N.T. did not want to play the game after he chose and read incorrectly the first two words from his pile. || I too was disappointed that he read these wrong. We just moved on to the next activity. We got a chance to come back to BANG! later on in the session. ||
 * N.T. wrote two sentences. He used the words //kangaroo// and //cool// off of the word wall. He misspelled //bear// as //baer// . || He is fairly comfortable using this tool. I find his spelling of //bear// interesting.  ||
 * <span style="mso-element-anchor-horizontal: column; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: .05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">N.T. did a spelling sort with //op, ip,// and //ap// words. He did this easily and enjoyed the activity. || <span style="mso-element-anchor-horizontal: column; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: .05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">N.T. demonstrated his ability to use analogy to spell word family words. Like the information I gathered from his phonics spelling inventory I note that N.T. has strong phonics skills in isolation that he cannot necessary use independently during connected reading tasks. ||
 * <span style="mso-element-anchor-horizontal: column; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: .05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">N.T. sorted –all, -ill, -ell words. He used the header word to make an analogy to read each word. He had trouble with only two words, //ball// and //tall// . On //ball// he identified it as //bell// at first. On //tall// he tried to sound out each letter “t, ah, ll.” When he did not come up with a word he knew I encouraged him to use the header words and make an analogy, which is did successfully. || <span style="mso-element-anchor-horizontal: column; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: .05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">Again, N.T. is great at using this strategy in isolation. He needs an opportunity to transfer this as a word attack strategy during reading. ||
 * <span style="mso-element-anchor-horizontal: column; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: .05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">We returned to BANG! N.T. read all of his words correctly and won the round. || <span style="mso-element-anchor-horizontal: column; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-top: .05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">In addition to his problems with transferring skills I think that N.T.’s inconsistencies could also have a lot to do with attitude. If he is turned off or disappointed with himself he shuts down. ||

**Critical Reflection:** The biggest theme this session I have found is lack of transfer of isolated skills into his contextual reading. Particularly I have noted a struggle in phonetic word attack strategies and meaning-based unknown word strategies. In isolation N.T. can successfully attack a word letter-by-letter or in an already identified word family. Sometimes he does this fully on his own and at other times he needs it modeled before being able to attempt. There are some weaknesses still in short vowel sounds even during isolated word reading. However, the bigger problem occurs when he reads and comes to a word that he does not automatically know. While I have seen him use letter-by-letter word attack strategies, this is problematic when the word cannot be sounded out in this manner and furthermore is so labored that he appears to loose all meaning. Also, I have not noted any independent use of analogy to sound out words. With the meaning-based word strategy that N.T. has just begun to use he continues reading focusing on meaning then tries to figure out what the word could be. He double-checks his guess by looking at the letters. This skill has just emerged in this session, but needs a lot more reinforcement before he can truly transfer it as an independent word attack strategy. Deborah Litt (2007) suggests teaching 10 rules of reading to struggling readers. Her article connects with N.T.’s struggles in that he seems to not fully grasp many of these simple rules when reading contextually. Rule #2, reading is always supposed to make sense, would reinforce the need to focus on meaning during problem-solving of unknown words as well as rereading when what you’ve read does not make sense. This is an important rule for N.T. since he does not seem to fully connect the act of reading with making meaning of the text. Rule #3, if what you’re reading doesn’t make sense, it’s your job (as the reader) to figure out what was wrong and fix it, is precisely the rule we are working to develop strategies in. The development of a strategy word card would support N.T.’s ability to follow this rule. Rules # 6, 8, and 9 are also rules to go along with word attack strategies. Rule #6 states if you see a part of a word you know, you have to say that bit when you get to it. Rule # 8 is you can’t change the order of the letters. Finally, rule # 9 reminds us that you can only make sounds for the letters you see. Articulating these rules to N.T. are continually reviewing them may help him make the leap to using is skills in context. The challenge here is finding motivating materials to use that coincide with his current word study. I have looked at various decodable readers to help reinforce his strategies and the use of the rules, but have yet to find a book worthy of use. Of course, we could just continue to use guided reading stories, which will provide some instances for practicing strategies, but I would rather find materials that “stack the deck” giving him repeated practice. Caldwell and Leslie (2009) reinforce my thought that motivating materials be carefully selected to practice skills in context. They also provide a list of books to use with specific word families. I will look into the books on their list next. As mentioned before, my other option here is rhyming poetry (Rasinski et al., 2008). I think I’d rather find a book for now since I want him to start using his skills during book readings. **Next Steps:** Find a library book from the list in //Intervention Strategies to Follow Informal Reading Inventory Assessment// to use in word attack in context lessons related to the word families N.T. has already studied. Follow think aloud/modeling procedure to demonstrate word attack strategies. Also, create a list together of word attack strategies to use when you come to a word you don’t know. Focus this list based on the rules from the Litt article. Continue fluency interventions, sight word interventions, and sentence writing procedures. Rearrange hour lesson plan as needed based on books available.

Teaching Scenario:

N.T. is a first grader who is meeting both academic and behavioral challenges in first grade. As the middle of three boys in a family with two working parents N.T. thrives in one-on-one situations where he can be the center of attention. We meet once a week for one hour at the borough library on most weeks.

On the second column he automatically identified thirteen words correctly and decoded six words correctly. The words that were mispronounced included //or, your, there, use, how,// and //of//. Again, mispronunciations included both visually similar and phonetically similar elements sometimes involving vowel confusion. When compared to his results on 11/30/10 N.T. demonstrates significant growth. ||
 * My primary issue is that N.T. fails to gain levels in the text gradient despite measured growth in word recognition. He was given the parts of the Fry Sight Word Inventory on 11/16/10 and 11/30/10, and then reassessed on 2/8/11 with the First 100 Words. In his most recent assessment he identified automatically all words except //on, as, with, his,// and //from// in the first column (25 words). These words were substituted with both visually similar words and phonetic mispronunciations. //On// was pronounced as //in//, //as// was pronounced as //uhs// , and //his// was pronounced as //has// . All three of these errors involve a change in the vowel sound. //With// was pronounced as //which// and //from// was pronounced as //for// , but then self-corrected. These errors are interesting because they involve visually similar abstract connecting words. These results when compared to his results on 11/16/10 demonstrate significant growth.

In the final two columns N.T. automatically read 22/50 correctly and decoded 4/50 correctly. Three words were self-corrected. The remaining 21 words were identified incorrectly and included //other, about, these, so, some, make, time, has, number, way, could, first, oil, now, find, long, day, did, made, may,// and //part//. While it is clear that N.T. has a way to go with his sight-word acquisition I am encouraged by this growth. Still the fact remains that this growth does not significantly impact his reading level (Instructional: DRA level 6). Question: __
 * 1) N.T.’s initial inventory test results showed the limits to his reading vocabulary. With a focus on expanding this vocabulary I expected to see quick growth within the text gradient, but have yet to see this happen. Do you think further strides need to be made in regards to expanding this vocabulary before I see large gains in reading level (see results above) or is it likely that there is something else holding back his growth?

Erin Kramer Weekly Tutoring Log N.T. is a first grade student who was identified as someone who would benefit from private tutoring during November parent-teacher conferences. I have a previous relationship with this child's family having taught his brother in Kindergarten and again in second grade. N.T. and I work together once a week for an hour most weeks at the borough library. My first log analyzes previous testing data as well as data from this session.

January 25, 2011 **Session Goals/Objectives** =Teacher Goals= Teacher will: · Determine motivation for reading using the Elementary Reading Attitude Survey. · Assess spelling knowledge using the Primary Spelling Inventory. · Assess strategic knowledge through the administration of the Burke Reading Interview. · Analyze previous assessments to inform future sessions.

Student will be able to: · Reread a familiar text for fluency and word recognition practice. · Sort pictures then words based on consonant digraph sound present in word.
 * Student Objectives**

**Summary/Observations:** Elementary Reading Attitude Survey Primary Spelling Inventory Burke Reading Interview Familiar books at instructional level Multidimensional Fluency Scale Consonant Digraph Sort Paper Writing utensil
 * Materials:**

N.T. circled the excited Garfield for the following: reading in school during free time, reading in school, reading school books, learning from a book, reading class, stories used in reading class, reading out loud in class, and using a dictionary. He circled the smiling Garfield for reading for fun at home. He circled the frowning Garfield for getting a book for a present. Finally, he circled the mad Garfield for the following: reading on a rainy Saturday, spending free time reading, starting a new book, reading during summer vacation, reading instead of playing, going to the bookstore, reading different kinds of books, a teacher asking questions about what you read, doing workbook pages or worksheets, and taking reading tests. N.T. clarified that he does not like paper reading tests, but did not indicate a dislike for the type of test where a teacher listens to you read. || N.T. primarily sees reading as something to do in school and seems to enjoy most reading activities in that context. He doesn’t seem to like written work in the form of worksheets, workbook pages, and reading tests. Smart boy—even from a teacher’s point-of-view I don’t like those activities either! I was surprised by his strong dislike for answering teacher questions. In our previous tutoring sessions we’ve had discussions about the books we’ve read, which usually begin by my questioning him. At least in a one-on-one setting I can say confidently that he is comfortable with this kind of activity. While he indicated a positive emotion for reading for fun at home, most of the other questions that asked about reading outside of school elicited a strong negative response. I wonder if he has a time set aside for reading at home that he does not view as “free time” (perhaps reading in bed at night). I question his responses to “How do you feel about starting a new book,” and “How do you feel about reading different kinds of books?” In my experience with tutoring him he prefers reading new books to rereading a familiar text, even one he’s enjoyed, and has selected a variety of texts to read. || He was given only the first twenty words, which seemed like it provided sufficient data, and relieved him when the task became frustrating to him. N.T. spelled 5/20 words correctly, earned 30/48 feature points, which gives him a total score of 35/68. || According to the scoring instructions N.T. is in the Letter Name-Alphabetic Stage due to his confusion of the short ///i/// sound for the letter //e//. However, he demonstrates a solid grasp of digraphs and blends losing only one feature point in each category. Once he has mastered the short ///i/// sound he will be in the early Within Word Pattern Stage. N.T. will need review with the short vowels and systematic instruction on long vowel patterns. || One interesting comment he made on a challenging part of the text was that the book was “too sunny” so it was hard to see—making reference to the glare on the shiny pages. I will look out for other instances of shifting blame. Other texts with rhythm and rhyme should be sought out for fluency lessons as this was a successful spontaneous lesson. Additionally, magazines such as //Scholastic News, TIME for Kids,// and //Weekly Reader//, as well as high-quality children’s literature would also be beneficial to add to my supply of instructional materials. || He also mentioned what he would like to do better is “read all different kinds of stuff.” This contradicts his previous answer from the Elementary Reading Attitude Survey. || He also completed the word sort portion of this task with relative ease, which I did not expect. N.T. enjoyed this task and requested to do it again. I can perhaps create a new sort for him using the results of the primary spelling inventory. || N.T. was tested on the first 25 words of the Fry Sight-Word Inventory’s First 100 Words List. He identified 9 correctly automatically, decoded 11 correctly, and missed 5 words. || Informal Phonics Inventory: It is time to retest these sections and continue administration of this inventory. N.T. may still need review for the two sounds for //c//, but most likely has mastered the Consonant Digraph and Consonant Blends sections. Final Consonant Blends that most likely still need review include //nd, ct, lt,// and //ft// —blends I find to typically be among the most challenging for young readers. Fry Sight-Word Inventory: Again, it is time to not only retest the first two columns, but to finish the remainder of the First 100 Words. This would be best done in two sittings. In previous tutoring sessions the words from this list were used in a BANG! game, some of || N.T. was given all but the final two sections on phoneme substitution and phoneme segmentation on the Tests of Phonemic Awareness. He mastered the Phoneme isolation, Phoneme identity, Blending, and Phoneme Deletion tasks. He has not mastered the Rhymes, Phoneme categorization, or the Phoneme addition tasks. || which have since been “retired” due to mastery. Additional cards have been added to this game including the visually similar substitutions he made on the words he identified incorrectly as well as words that challenged him from the texts we have used for instruction. Tests of Phonemic Awareness: I am satisfied with the results of this test. N.T. got no more than two incorrect in each section. I do not find his level of phonemic awareness to hinder his progress in reading. We can continue to work on phonemic awareness through phonics activities. ||
 * ==What Happened in the Lesson== || ==Observations/Student Reactions/Progress== ||
 * The Elementary Reading Attitude Survey was administered orally. N.T. circled the chosen response to each question before the next question was asked.
 * N.T. noticed the writing paper I had in my pile and seemed interested in it so I decided to give the Primary Spelling Inventory next. He was told that he was going to spell some words for me and that he was to do his best spelling. The words would start easy and get hard, but it didn’t matter if they were right or wrong because I just wanted to see how //he// spelled the words. I told him that I would not help him.
 * N.T. took a break from assessments and reread a familiar text, //The Dryer Ate My Socks// . This unique book is reminiscent of a magazine and contains different sections outlined on a Contents page. In the six sections there are two fiction selections, one of which reads like quality children’s literature and the other that reads like a repetitive guided reading book. There is also one “poster,” one matching challenge, a dog calendar with speech bubbles, and the feature—a graphic story. This text is multi-level and is labeled BCD. It is ingenious and highly enjoyable even for more advanced readers. N.T. read the majority of this book without assistance and received help identifying the more challenging words. Rhythm and rhyme was used as a teaching point for the fiction story “Old Billy Goat” and helped N.T. enormously with his fluency. || N.T. //loves// this book. It is colorful, silly, and has variety. It provides a good amount of challenge for him and is longer than most books he usually reads so it works his reading stamina. It is a nice break from the sometimes dry guided reading texts.
 * The Multidimensional Fluency Scale was used to rate N.T.’s fluency for //The Dryer Ate My Socks// . He scored highest (3) in phrasing, but remained in the 2 category for expression/volume, smoothness, and pace. || N.T. uses sentence phrasing most of the time, but reads slowly and problem-solves many words so that it interrupts the flow and gives an overall robotic tone despite his attempt to change his voice at the ends of the sentences. His use of expression is sporadic, but excellent when it does occur. I find his level of fluency for this reading to be consistent with other books I have listened to him read. ||
 * Before we played our “game,” his requested activity (the picture/word sort), I asked N.T. the questions from the Burke Reading Interview. || N.T.’s main strategic focus was “sounding out words.” He also mentioned that he would guess what the word is. However, N.T. could not articulate what would help him make his guess.
 * N.T. sorted pictures into the following categories: sh, ch, th, wh, ph, qu. The pictures sometimes contained these sounds in the beginning of the word and sometimes at the end of the word. Ending sounds were harder for N.T. to identify. He then added the words to the already sorted pictures by first identifying the sound the letter pair makes then looking down the list of pictures to make the match. N.T. often used phonetic word-attack strategies to complete this task, but also made guesses based on the length of the word. || N.T. obviously has prior experience with digraphs. He found this task to be simple and sorted the pictures quickly with only a few “listen to the end sound” prompts.
 * Certain sections of the Informal Phonics Inventory, the Fry Sight-Word Inventory, and Tests of Phonemic Awareness were given in previous sessions with N.T. The first three sections of the Informal Phonics Inventory were given on 11/16/10. On the Consonant Sounds section N.T. scored 19/20. On the Consonant Digraphs section N.T. scored 2/5. On the Beginning Consonant Blends section N.T. scored 13/20. On 1/4/11 N.T. was tested in the Final Consonant Blends and ng section and received a score of 8/12.
 * On 11/30/10 he was tested on the next column of 25 words and identified 7 correctly automatically, decoded 5 correctly, and missed 13 words.

**Critical Reflection:** When compared to McKenna and Stahl’s (2009) information about affective factors I notice that N.T. has a few positive affective factors working to help him as a reader. Specifically, N.T. seems to have faith in his ability as a reader, a positive attitude towards school-related reading tasks, and a possible interest in reading at home. He notes one reading goal as wanting to read “all different kinds of stuff,” so we can conclude that he is motivated to read a variety of texts. N.T.’s answers on the Elementary Reading Attitude Survey give a warning sign about a possible dislike of reading during free time, an attitude that could hold back progress and compound problems in the future if not changed (McKenna & Stahl, 2009). When administering the Burke Reading Interview I noticed exactly what McKenna and Stahl (2009) pointed out as a tendency of a struggling reader, an overemphasis on “sounding words out.” However, I suspect N.T. could utilize other strategies, but perhaps not articulate them. When we read together I specifically noted that N.T. uses beginning sounds and picture clues to help him guess the right word in addition to rudimentary letter-by-letter phonetic word attack strategies. Discussion during reading ensures that he comprehends the gist of the story if not every single detail. Developing strategic knowledge including setting purposes for reading, word-attack strategies, and comprehension strategies will be a big part of the work we do together. Using the results of the Primary Spelling Inventory N.T. is within the range of normal spelling ability for his age/grade level according to the developmental stages for word study listed by Bear, Invernizzi, Templeton, and Johnston (2008). His instruction will begin with a review of short vowels and an introduction to long vowel spellings. This could be accomplished through sorts that involve both short and long vowels. For review choosing an easy short vowel contrast, such as the sounds for ///a/// and ///i/// before moving to contrasting the confused ///e/// and ///i/// sounds would be an important way to move from the known to the used-and-confused (Bear, Invernizzi, Templeton, & Jonston, 2008). To introduce the long vowel spellings sticking with a picture sort first that contrasts short and long vowels would probably be a good idea as N.T. does not have the large pool of sight words recommended for word sorts (Bear et al., 2008). Later on blind sort techniques may prove useful to make the link between sounds and letters as well as provide a transition to the pattern sorts that will help further his spelling ability. Like many beginning readers N.T.’s fluency during a particular reading is greatly affected by his inability to quickly and accurately identify words (Caldwell and Leslie, 2009; Cunningham, 2009). While he has some great beginning skills for phrasing and expression his fluency will not improve without a significant increase in speed of word identification. Therefore, sight word activities as well as building experiences with a large number and variety of texts is recommended (Cunningham, 2009).

**Next Steps:** N.T. and I will work on strategic knowledge as suggested by the Burke Reading Interview. I will emphasize the #1 goal in reading: to understand what the author is trying to tell us. He will learn to set purposes before we read fiction and nonfiction stories. Word sorts and other phonics/spelling activities such as Cunningham’s Making Words will be used to move N.T. into the next stage of reading and spelling development. A word sort will need to be created for short vowel sounds for next week’s session. Sight word activities, such as BANG! and CRASH will be a part of every tutoring session as growing N.T.’s reading vocabulary is one of the top goals I have for him at this time. A variety of texts will be sought out—specifically rhyming texts and high-quality literature, which prove useful in fluency related lessons. Reassessing using the Fry Sight Word Inventory and Informal Phonics Inventory will be included in the next set of tutoring sessions.