Background Chad is an eight year old boy who just completed second grade at a private school in Albuquerque.

He did not attend preschool and was home schooled for kindergarten. He is the youngest of four children. He has a great imagination and attention span. His father is a mechanical engineer and his mother is a stay at home mom; both parents are college graduates. He is a native English speaker and enjoys being read to and reading. He struggled with reading in first grade but by second grade he was reading and comprehending to grade level. Assessments !nterest !nventory !nterview "he first assessment ! performed on Chad was the #!nterest !nventory !nterview.$ ! asked him questions one through seven and then ! chose additional questions from the #%eading Attitude !nventory$ & 'hat do you do when you come to a word you do not know( How did you learn to read( Are you a good reader( Chad was well spoken and answered the questions willingly. He indicated through his answers that he plays multiple sports; enjoys playing musical instruments; likes to read play games )*attleship and %ush Hour+ and draw. He reads a variety of books including chapter books and has many books available at his house. 'hen ! asked Chad , Do you like to read? Why or why not? He responded #-es because ! really like books ! like finding out what they say and when ! read ! understand more than if an adult reads to me because an adult may read faster.$ 'hen ! asked , What do you do when you come to a word you do not know? He answered #! sound it out and a 1

day later then ! find out ! already know that word.$ Chad said he learned how to read from his mother reading *ob *ooks and watching a .eap /rog movie about words. He also stated that in first grade he took Accelerated %eading tests #some were hard and then they became easier.$ 'hen ! asked him at the conclusion of the interview Are you a good reader? He replied #-es ! am a good reader super good.$ Elementary %eading Attitude 0urvey !n addition to the #!nterest !nventory !nterview $ ! conducted the #Elementary %eading Attitude 0urvey.$ Chad was very enthusiastic completing this survey. 'hen he came to question number eighteen How do you feel when you read out loud in class? He blurted out #1oh ! 21 31" .!4E to read out loud5$ He circled the unhappy 6arfield the only time on the whole survey. ! asked him why he did not like reading out loud and he said #! do not want to mess up. ! don7t like saying it wrong. ! do not want to get laughed at.$ "he other questions on the survey he circled were either the very happy 6arfield or the happy 6arfield. His final scores for recreation reading and academic reading were thirty eight and thirty si8 respectively. "he difference indicates a slight preference to reading for fun than reading academically. 3ames "est of 2ecoding "he ne8t assessment ! conducted was the #3ames "est of 2ecoding.$ Chad did very well reading the names; he rarely hesitated and only mispronounced two names & %obreta for %oberta and %inhart for %inehart.

9%! "he 9%! was the final assessment ! conducted on Chad. ! began the assessment with the #E8aminer 'ord .ists.$ Although ! assumed he would be at a higher level ! began with the Pre-primer words primarily to put him at ease and give him confidence. He went quickly through this word list as well as the Primer word list reading all the words correctly. 'hen he read the First word list he said #breed$ for #bread $ but otherwise read all the words accurately. "he Second Third and Fourth word lists he read with complete accuracy as well. 'hen he read the words on the Fifth word list he misread two words & pollition for pollution and aluminim for aluminum. 1n the Si th word list he read #sued$ for #sewed$ and he struggled with #homogeni:ed$ finally pronouncing it correctly after several attempts. *ased on this it would indicate he may benefit from some instruction on vowel sounds. 'hen he reached the !unior High word list he really struggled only reading twelve out of twenty correct. He read commissioned navigate initiated straits skirmish laboriously tsar parliament majestic reign emperor and mantel correctly. "he following is a list of the words he got wrong and how he read them; arduous & ardius tumultuous & two tumol tumoltuoo: reluctant & relktant sovereign & sovering crucial & cruceel rebellion & rebellion ammonium & anonium meticulous & meticklus 3

1n all of the word lists his performance was at an #!ndependent$ level until the !unior High word list which he scored at the #/rustration$ level. *ased on this information and the fact that Chad will be entering in to the third grade in the fall ! began his reading assessment at "e#el$ Four. "he first passage Chad read was an e8pository passage about beavers #"he *usy *eaver.$ 'hen ! asked him the #Concept 9uestions$ and his #<rediction$ for #"he *usy *eaver$ he scored twelve out of twelve. He knew a lot about beavers and made the prediction that the passage was going to be about #beavers and how they work.$ 'hen reading the passage he had five miscues indicating an #!ndependent$ level. He retold the story touching upon main ideas and several details. His answers to the questions gave him a score of eight accurately answering all the questions )four implicit and four e8plicit+ again an #!ndependent$ level. 0ince he scored so well on this passage ! had him read the "e#el$ Fi#e passage. "he "e#el$ Fi#e passage was a narrative about =artin .uther 4ing. Chad was less familiar with this topic only scoring three out of twelve. His prediction was that the story was going to be about =artin .uther 4ing. 'hile reading the passage he had seven miscues scoring him at the #!ndependent$ level. 'hen he retold the story he did not recall as many facts as the beaver story. 'hen answering the questions he scored si8 answering correctly three questions each implicit and e8plicit putting him at the #!nstructional$ level. 'anting to push him to the #/rustration$ level ! had him read the "e#el$ Si passage.

"his passage was a narrative about <ele. Chad scored eleven out of twelve on the concept questions and made a prediction that he was going to be reading about <ele and soccer. He had nine miscues while reading the passage placing him at an #!nstructional$ level. 'hen retelling the story Chad could recall the setting>background goal and events in great detail. However the resolution he recalled only a few items. He scored at the #/rustration$ level when answering the questions having a total score of five & two implicit and three e8plicit. 0ince Chad reached the #/rustration$ level ! ended the 9%! assessment. Analysis *ased on the #!nterest !nventory !nterview $ Chad seems to really enjoy reading and believes he is a #super good$ reader. He reads a variety of books including according to his interview chapter books board books dictionaries and #books that tell about stuff.$ He has a lot of books available to him at his house and ! know he frequently goes to the library. Chad not only has an interest in reading but also a family that believes in the importance of reading. 'hen answering the #Elementary %eading Attitude 0urvey$ ! was concerned with one of Chad7s answers. He circled the very unhappy 6arfield for the question How do you feel when you read out loud? His answer to this question made me wonder if he lacked fluency in his reading. ! did probe him on his answer and he said he did not like to mess up so that clued me in that he may be a bit of a perfectionist and>or self conscious. At this point ! knew ! wanted to check his fluency to see how it was. "he conclusion ! drew from the two motivation assessments is that Chad enjoys reading is

encouraged to read for enjoyment at home and he may lack fluency and>or self confidence with his reading ability. "he ne8t assessment ! conducted was the #3ames "est of 2ecoding.$ ! was curious if Chad would be inhibited to read the names out loud especially since reading names is very different than reading te8t. He seemed neither self conscious nor read haltingly so ! concluded that his decoding ability was quite strong. ! was surprised that he mispronounced #%inehart $ since the other names with silent letter e he pronounced correctly. ! did notice that he started reading the names more quickly as he went through the list so perhaps this contributed to the mistake , just him being careless. "he 9%! was the assessment that ! knew would give me the best indication of Chad7s strengths and weaknesses. "he first passage ! had him read #"he *usy *eaver $ was in some ways skewed. He had a lot of prior knowledge about beavers; therefore when retelling the story he did not leave much out and even added information that he did not read in the passage. "he majority of his miscues he self,corrected and the rest were not of significance did not change meaning of the passage. "he ne8t passage #=artin .uther 4ing ?r. $ was more revealing. Chad had little knowledge about the topic. Again he self,corrected a little less than half his miscues. His pace of reading was not as fluent as the first passage but he still read with rhythm and e8pression indicating to me he was between the independent and instructional levels of reading. 'here his weakness started to show was with his retelling of the story. He could only recall about half of the setting>background less than a third of the events and only a few of the resolutions. "his indicated to me that with regard to his comprehension

his sequencing of events might need some work. His factual and interpretive levels of thinking were equal in that he answered three e8plicit and implicit questions correctly. His comprehension skills were still good enough in identifying details but his cause and effect comprehension skills were a little weaker. "he final passage Chad read was #<ele.$ !n his reading of this passage Chad had more miscues with less self,correction. He had problems decoding #influential$ which was in alignment with what words he read wrong on the !unior High level on the word lists; he seems to have problems with the #ial$ pronunciation. He also had misread the #ous$ words so that indicates to me he would need work on those word endings. He started to show signs of frustration when reading and stumbled over several words. 'hen retelling the story; however he was able to recall the majority of the facts until resolution which he recalled very little. "his seemed to correlate with when he had problems reading the passage. Chad7s reading comprehension was at the #frustration level.$ He was unable to answer several questions and that indicated to me he should not go any further because he had reached his limit of comprehension and to some degree word identification. !n conclusion ! feel Chad7s strengths are in his phonemic awareness and decoding ability. He will be entering the third grade in the fall and when reading the #E8aminer 'ord .ists$ he did not reach the frustration level until junior high. His weaknesses lie in fluency and comprehension. He could use work on reading with more e8pression and at a conversational rate. Additionally working on his ability to recall facts and grow his vocabulary are areas ! want to work with him.

Plan of Instruction Lesson Plan #1 I Caught You !"ecti#e$ Chad will improve his fluency ability to read at a conversational rate by participating in a fun game of reading and following along. Procedure$ @. ! will inform Chad that we are going to play a fun game called #! Caught -ou.$ ! will instruct Chad to call out #! caught you5$ when ! read the wrong word. A. ! will start reading the book at a conversational rate with Chad sitting ne8t to me following along. B. %andomly ! will say a different word instead of the one in the story. "his first time ! will choose an obvious word if possible. ! will not stress the incorrect word. C. 'hen Chad says #! caught you5$ ! will congratulate him. "hen ! will e8plain that it7s his turn to read and that he should eventually read the wrong word on purpose so that ! can try to catch him. D. 'e will repeat the game several times. Assessment$ As the game progresses ! will increase my reading speed and Chad will follow along he will then do the same; therefore increasing his fluency.

Lesson Plan #% &ink Pink$ !"ecti#e$ *uild on Chad7s literacy skills by getting him to think about language creatively. "hrough this activity he will build his vocabulary improve his understanding of parts of speech and develop an ability to construct rhymes. Procedure$ @. E8plain to Chad what a Hink <ink is & a word pu::le that uses a two,word clue to lead to a rhyming answer. E8plain to Chad what an adjective is and give him e8amples )hot soggy smelly+. 6ive him some e8amples of clues and solutions; tight carpet & snug rug empty seat & bare chair wet pet & soggy doggy A. Ask Chad to think of adjectives with the same rimes as the nouns they describe such as dairy fairy or soggy doggy. Assessment$ Chad is able to construct several Hink <inks effectively.

Lesson Plan #' (he )entence *ame$ !"ecti#e$ Esing the surrounding words and sentences Chad will be able to figure out the meaning of new word thus enhancing his vocabulary.

Procedure$ @. E8plain to Chad that oftentimes while reading you might encounter a word that is unfamiliar you do not know the meaning so you have to use surrounding words and sentences to determine the meaning. "his is known as conte8t clues. A. 9uestion; ! will begin with a question using the meaning of the word. B. 0entence @; 3e8t ! will say a sentence that has a broad but meaningful conte8t. C. 0entence A; Add more detailed information. D. 0entence B; 6ive an e8plicit definition. F. !f he can correctly answer the question after the first clue then he will get two points. Correct responses after two clue sentences will receive one point. Assessment$ After five rounds a score of five or higher will show that Chad is using conte8t clues to determine the meaning of unfamiliar words.

Lesson Plan #+ Clo,e It -ast.$ !"ecti#e$ Chad will read with speed and accuracy. Procedure$ @. ! will give Chad a copy of the te8t we will be reading. ! will tell him we will take turns reading aloud from the te8t beginning where the reader before him stops. A. ! will tell him to follow along and read silently as the te8t is being read aloud.

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B. ! will begin reading. ! will stop at target words or phrases in the te8t allowing Chad to complete the reading of the ne8t word or sentence in the te8t. C. 'hen Chad has finished ! will continue to read from the te8t stopping at the following target words or phrases and allowing Chad to have a turn at #clo:ing$ the te8t. Assessment$ Chad is able to keep the game going without interruption by reading with speed and accuracy.

Lesson Plan #/ 0ord 1etecti#e$ !"ecti#e$ Chad will practice recogni:ing spelling and writing words from target family &ous and &ial. Procedure$ @. ! will introduce the lesson #"oday we have some mysteries to solve. -ou get to be a word detective. 'e have some words that all have the same ending but mean different things. -our job is to use the ending as a clue that will help you to read the word.$ A. ! will introduce the rime; #"oday the clue is going to be &ous and &cial. 'hat sound does this letter make )point to each letter+( 'hat sound do they make together($ Have Chad repeat the rime out loud. B. ! will introduce the activity #3ow you know the clue. Here are some mystery words. ! will show you a card with a word on it and your job is to use the clue to read the word.$

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C. After reading the cards have Chad say the words with the &ous and &cial endings. "hen ! will ask him to write the word he said on his white board. Assessment$ Chad will learn how to pronounce and spell words with the &ous and &ial endings.

Lesson Plan #2 )la3 $ !"ecti#e$ Chad will gain speed and accuracy in reading word cards. Procedure$ @. ! will write or tell Chad which word or pattern will be the #slap$ card. A. Chad and ! will hold our stack of cards face down. ! will say #6o5$ and each of us will turn over a card and as quickly as possible read it then place it face up in a shared pile. B. 'hen one of us flips and reads a #slap$ card one of us tries to be the first to #slap$ the pile of cards with his or her palm. "he first to slap the pile reads the card again and if it is read correctly collects the pile of cards. C. !f one of us does not read the card correctly then the other person gets a chance to read the card and if it is read correctly he or she collects the pile. "he person then shuffles the cards into his>her deck. D. <lay will continue until one player has most or all of the cards. Assessment$ Chad plays the game and collects the most cards.

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Lesson Plan #4 )tory 5a33ing$ !"ecti#e$ !mprove Chad7s comprehension by using a graphic organi:er to identify the elements of a story. Procedure$ @. After Chad has read the story at his instructional level then we will discuss what happened in the story and his reaction to it. 'e will discuss the setting names of the characters the story problem and the solution. A. ! will then give him a piece of papers. B. ! will have him fold the paper in half lengthwise then twice widthwise to make eight symmetrical rectangles. C. !n the first rectangle ! will have Chad write the title and author of the story. D. !n the following rectangles ! will have Chad write>draw the characters setting plot and solution. Assessment$ Complete and accurate completion of the story map.

Lesson Plan #6 -luency$ !"ecti#e$ Chad will improve rate and accuracy while reading phrases. Procedure$ @. ! will select a reading passage that is at an independent level for Chad.

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A. ! will place slash marks between chunks )phrases+ to mark two, to five, word sentence segments and prepositional phrases in each passage. B. ! will e8plain that connected te8t is divided into meaningful phrases and that paying attention to these phrases while reading will enhance fluency and comprehension. C. ! will model fluent reading from a passage while Chad follows along. ! will emphasi:e chunking phrase together for meaning. D. ! will give Chad a copy of his reading passage. F. ! will have him read aloud his passage. ! will tell him to pause briefly between phrases e8actly as it has been marked. 3o pauses should be made e8cept at slash marks. Assessment$ After the lesson ! will have Chad read sentences with two, to five, word segments on a handout. ! will have him count and graph the number of words he read in one minute7

Lesson Plan #8 )e9uencing: !"ecti#e$ Chad will increase his ability to retell a story by sequencing events of a story in the correct order. Procedure$ @. Chad will read a story at the independent level. A. ! will write up on sticky notes events from a story.

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B. After reading the story ! will give the sticky notes to Chad and have him place them in the correct order. Assessment$ Chad is able to successfully place all sticky notes in the correct order.

Lesson Plan #1; )elf 5onitoring$ !"ecti#e$ Chad will improve his reading comprehension by engaging in a reading activity while reading. Procedure$ @. ! will tell Chad that he is going to learn a strategy for monitoring his reading comprehension that involves the use of symbols. A. ! will present and describe the symbols. "he symbols are; <I means he got a visual image of what he was reading. == means he thinks rereading will help his comprehension. > means that he understood what he was reading. 5BI means that he thinks the information must be important. LA* means to look at graphics. ? means the reader does not understand what he is reading.

B. ! will give him a copy of the reading passage and have him read it silently. 15

C. ! will model the behavior ! e8pect from Chad. D. ! will then pass out a second reading passage and have him read it. ! will ask him to monitor his thinking and insert monitoring symbols as he reads using sticky notes. Assessment$ ! will ask comprehension questions of Chad to see if he is making satisfactory progress. =eflection$ "aking this course and working with Chad has taught me a lot about the process of learning to read. "here are many components to reading each building on the other if one is not taught well then subsequent learning will suffer. Additionally it is critical that the child practice reading , be constantly e8posed to opportunities to read the more he reads the better he will become at it. /luency leads to vocabulary development which leads to comprehension. Again each component builds on the other. !t is critical that a child develops each component or his reading fluency and comprehension will suffer. 'hen ! began working with Chad ! knew he had a love of reading and was a good reader. ! was unsure that ! would be able to help him especially with my limited e8perience having never taught in a classroom setting and just beginning my master7s program. However as ! progressed through the program with Chad ! reali:ed that there were areas that he needed more development primarily fluency and vocabulary. !t was challenging to choose activities that would be both fun and accomplish the task. "he first lesson plan ! choose was #! Caught -ou5$ "he objective of this lesson was to get Chad to read more fluently and accurately. ! began the activity by reading and

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then intentionally misreading to see if he could catch my mistake by following along. He was quick to catch my mistake. However when it was his turn he only read a few words before intentionally messing up. ! told him that in the ne8t round ! wanted him to read more which he did but only by a few words. 'e continued the activity for about five rounds and ! was never successful at having him read more than just a few sentences. !f ! were to do it again ! would have measured out te8t that was required to read before miscuing unless the miscue was unintentional. However ! am not sure that ! would do this activity again as ! think there are more effective lesson plans out there that work on fluency and accuracy such as the #<age %aces$ activity from the reader. "he ne8t activity ! did with Chad was #Hink <ink.$ ! spent some time e8plaining parts of speech namely nouns and adjectives. ! then gave him some e8amples of hink pinks; he seemed to grasp the concept. 'hen we began the activity ! guided him having him choose a noun first then ! e8plained that the ending of the noun had to rhyme with the ending of the adjective. After a few times he really caught on and was able to make his own hink pinks. ! would do this activity again maybe incorporating drawing pictures of his hink pinks just to make it more fun. "he lesson did accomplish the objective which was to have Chad build his vocabulary learn about parts of speech and make rhymes. "he ne8t lesson plan was #"he 0entence 6ame.$ "his activity was very frustrating. ! had gone through the first chapter of a book at Chad7s reading level and chose words for which ! knew he did not know the definition. ! then constructed the activity per the lesson plan & question using the word sentence with broad meaning sentence with more detailed meaning reveal the word. 0ome of the words ! chose & retired shunted mealworms captivity and native, were difficult for me to place in this 17

format with success especially because of my limited teaching e8perience. Chad was unable to guess the meaning of the words retired and shunted but he was able to guess the other words by the first or second sentence clue by using the conte8t clues in the sentence. ! believe if ! had more e8perience doing this activity ! would have been able to write up more #meaningful$ sentence clues. !t was not a complete failure however because he did guess the meaning of three out of the five words and he did learn new vocabulary by using conte8t clues. "he ne8t lesson ! had Chad do was #Clo:e it /ast5$ "his lesson was simple to do as ! began to read a passage and then when ! reached a #>$ ! stopped and Chad began reading until he reached a #>$. 'e continued this for several rounds. Chad successfully did the lesson; he was able to take up reading where ! left off without hesitation. !n lesson five we played the #'ord 2etective$ game. ! e8plained that he was going to be a detective and told him that the words he would be looking for had the &ial and &ous endings; words he had missed on his word lists in 9%! assessment. He was e8cited about this game and really enjoyed it. 'e played several rounds and then he asked if he could be the teacher and ! let him. He modeled what ! had done when teaching him which showed me that he understood>learned the objective of the lesson. "he final activity we did was #0lap5$ ! wrote words on forty cards; the words came from the word lists in the 9%! assessment that he missed along with spelling words ! figured he would have in the third grade. ! began a round by saying what word was a #0lap5$ word and then we would take turns flipping over a card and reading it out loud if it was the #0lap5$ word whoever slapped the pile first got the cards. ! also had him write

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the word on a white board and say it after writing it. He really enjoyed this game. 'e played it for quite a while and he wanted to play it again the ne8t day. ! would definitely do this activity in my classroom. ! would have multiple decks of #0lap5$ cards for the students and have the children play the game in pairs. !t is a fun way to work on spelling and reading. Chad had fun and learned with the activities and ! do believe ! accomplished what ! set out to do & improve his fluency and vocabulary. However ! know with time and e8perience ! will only improve and become a more effective teacher of reading. "his course has equipped me with the knowledge and tools ! need to help students with reading. "he information ! received from this class will prove to be an invaluable asset as ! embark on becoming a teacher.

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