Phonemic Awareness Toolkit

I. Research Article

Article: Keesey, S., Konrad, M., & Joseph, L. M. (2015). Word boxes improve phonemic

awareness, letter-sound correspondences, and spelling skills of at-risk kindergarteners.

Remedial and special education, 36(3), 167-180.

Student population: One female and two male students were selected from an alternate day care

kindergarten class. These students had scored in the 25th percentile on measures of phonemic

segmentation fluency and demonstrated an inability to segment.

Intervention summary: This study sought to assess the word box as a stand alone intervention for

phonemic awareness, letter-sound correspondence and spelling. The word box used consisted of

four adjacent squares on a laminated poster board. Starting with phoneme segmentation, the

student would place counters on each box as they said the individual sounds of a given nonsense

word. Moving to letter-sound correspondence, the counters were replaced with letters, which the

students placed in the corresponding box. The letters were then replaced with a dry-erase marker

for spelling, as each student was required to write the letters of the given word while saying the

phoneme. Each portion ended with the student blending the complete word. Instruction consisted

of 20 minute, one-on-one sessions with each student, 2-3 times per week. The instruction was

informed by a “my turn-together-your turn” philosophy.

Major findings: Visual inspection of data revealed an immediate and upward trend in the number

of nonsense words that each student got correct when the intervention was introduced. This was
largely maintained through the maintenance phase. This would suggest that word boxes are

potentially an effective tool to improve phonemic awareness, letter-sound correspondence and

spelling.

Limitations: The primary limitation of the study is that it used a single subject design with only

three subjects, which greatly limits the ability to generalize the results to a wider range of

students.

II. Practitioner Article

Our research article employed the use of Word Boxes in order to improve the phonemic

awareness skills of students. The use of word boxes requires the skill of word segmentation. Our

practice article suggested word segmentation along with five other skills to build phonemic and

phonological awareness in students. In addition to the six skills, the article discussed a case study

in which a student seems to have mastered the alphabet principle, yet struggled with his ability to

play word games that required him to substitute sounds.

Word Segmentation. Word segmentation involves orally saying a word and then having

the student using his fingers to tap each individual sound of the word. The research article used

word boxes with counters instead of fingers for tapping each sound. Consonant blends in words

(such as ship) are considered one sound (i.e. the /sh/ sound at the beginning). The research article

found that practicing word segmentation in conjunction with the word boxes in a one-on-one

setting produced promising results. The case study in the practice article seemed to be able to

orally segment words, but had difficulty with the next category.

Word Games. Word games involve the teacher providing the student with a word, then

asking the student to add, delete, or replace a sound/part of the word. The example provided
initially was for the beginning stages of word games – the student would be given the word

“raincoat” and asked to delete the “coat” portion. As the student advanced, he would be asked to

add, delete, or replace sounds. For example, asking the student to replace the final /t/ in cat with

/p/. In our case study, the student was unsuccessful at word games. Because he was familiar with

the alphabet principle and had an auditory processing difficulty, the teachers moved from

phonemic awareness to phonological awareness as they replaced specific sounds using a

movable alphabet to provide visual cues to support auditory input. The student made great gains

in this one-on-one instructional setting.

I Spy. This game can be used one-on-one, small group, or whole class in order to provide

students with phonemic awareness surrounding the beginning sounds of words. The teacher will

begin by identifying an object with a particular beginning sound, for example, /d/ for door. Then

the teacher will ask students if they are able to identify an object that begins with the same sound

for their individual turn. Students playing will also be exposed to multiple words with the same

beginning sound as it is played.

Rhyming Activities / Songs. These two activities have been combined into one section –

as the songs suggested include word play that involve rhyming. However, some of the songs

suggested (such as Willowby Wallaby or Banana Fana) involve nonsense words. The rhyming

activities are more concrete as the teacher would provide instruction using pictures and students

would identify the pictures of items that rhyme. The practice article suggest that a child’s

rhyming ability is a strong indicator of reading readiness.

The Alphabet. The practice article suggests frequent signing of the alphabet song with

each of the letters clearly enunciated in an effort to teach children the sequence and names of the

letters. This process also leads to phonological awareness as the alphabet principle is taught
when a physical copy of the alphabet is given to the student and he is allowed to match the

names of the letters to what is written.

III. Overview of the Practice

The Focus/Outcome Area of the Strategy:

Students will be able to identify a beginning, middle and end sound with CVC words. Students

will participate in the phoneme segmentation and blending of CVC words using word boxes.

Prerequisite Skills:

Students will need the following prerequisite skills: basic knowledge of phonemes and a general

understanding of word/sound boxes.

Materials:

· Pre-made word boxes - three frame (laminated)

· Tokens (unifix cubes, colored circles, etc)

· Picture cards (CVC words)

Critical Components for Implementation:

The teacher will use direct instruction to model the entire process for students then transition into

guided practice (I do, We do, You do). Students should practice the phoneme sounds using the

card deck before starting the lesson. Strategies such as Turn and Talk will be utilized as quick

checks for understanding before moving on to next steps.

Considerations for Implementation:

In order to provide differentiation and scaffolding, students will be working in a variety of

different stations. The first station will be small group, where students will have the ability to

collaborate in a group setting on their word boxes. They will rotate to the next station, where

they will work in pairs of two. The final station will be where students work independently on

segmenting and blending in word boxes. By using this gradual release of responsibility, it will

allow the teacher to see if students understand the concept and if they can ultimately work on it

independently by the end of the lesson.

Modifications and Extensions:

Struggling students will be provided with the option of extra time working in a one to one setting

with the teacher or educational assistant as a modification for the lesson.

An extension for the lesson will be the introduction of the segmentation and blending with

digraphs. Students who would like an additional challenge will work on identifying digraphs and

practicing how to use segmentation and blending with them.

IV. Mini-lesson Plan

Behavioral Objective: Given picture cards, three frame and three tokens; as a small group, pair

and independently students will segment a CVC word four of five opportunities.

Learning Objective: Students will be able to segment and/or blend a CVC word. Students will

be able to identify a beginning, middle and end sound within CVC words by segmenting and/or

blending.
Rationale: Students need to be aware that words are made up of a sequence of sounds. This

lessons focuses on segmenting/blending CVC words. This skill will lead into more of a phonics

based skill.

Common Core State Standards:

Grade K: CCSS.ELA-LITERACY.RF.K.2 - Demonstrate understanding of spoken words,

syllables, and sounds (phonemes).

Grade 1: CCSS.ELA-LITERACY.RF.1.2 - Demonstrate understanding of spoken words,

syllables, and sounds (phonemes).

Station #1: Segmenting with teacher

Developmental/Procedures:

Introduction - To get the students excited about this activity, students will have a turn to choose

picture cards from a pile. The teacher prepared the cards prior to lesson. (The cards will only

show a picture, which will be a CVC word.) For example, picture of a cat, would represent the

CVC, cat.

Instructional Strategies - Teacher will demonstrate the activity by doing the following: She

chooses a card from the pile. It is a picture of a hat. Teacher says, “hat”. She uses her tokens and

pushes them in the three boxes. Tokens will be placed in the boxes left to right. “h” pushing the

first, “a” pushing the middle, “t” pushing the last.

The teacher will then hand out each student a three frame and three tokens. She will prompt

students to do the same for hat. “h” “a” “t”, while pushing tokens.
The teacher will let the first student choose a card, (picture of a cup) child says “cup”, teacher

and students will say, “cup” while moving tokens.

This will continue until all students have had a few turns to choose a card.

Extension -

+ If the teacher feels it is appropriate based on the need of the students in the group, she will say

three sounds and students will blend using tokens.

+ Teacher can ask for rhyming words, segment rhyming words.

*Differentiation:

Advanced - In addition, students will be asked to identify beginning, middle or ending sound.

(Can use a different color token to represent the asked sound)

Assessments:

Short-term - Students will show understanding by voicing each phoneme within the word, while

moving their tokens to the appropriate box at the same time.

Long-term - Homework will be to choose a CVC word. Students will have to present their

chosen CVC word in the group. (Their parent can draw/spell the word on an index card.) All

students will segment together.

Station #2: Segmenting in pairs

Instructional Strategies - Each pair of students will have a pile of picture cards and their own

three frame. Each pair will alternate choosing a picture card. Students will segment in unison

while moving their tokens.

*Differentiation:
Intensive - The picture cards can be the same used with teacher or different depending on student

need.

Advanced - Additionally, students can identify beginning, middle, end sound.

Station #3: Segmenting independently

Instructional Strategies - Students will have their own pile of picture cards. They will segment

while moving their tokens.

*Differentiation:

Intensive - The picture cards can be the same used with teacher or different depending on student

need.

V. Rationale

This assignment aligns with the Curriculum and Instruction section of the portfolio. The

Phonemic Awareness Toolkit represents my ability to meet IDA Standard B: Knowledge of the

Structure of Language and IDA Standard E: Structured Language Teaching because both require

the literacy specialist to understand the foundational skills and knowledge of language that is

needed to instruct students on phonemic awareness. IDA Standard B and IDA Standard E are

both incorporated in this toolkit through identification of current research to implement explicit

instruction in relation to phonology with the speech sound system and phoneme manipulation

through segmentation and blending of sounds.

Phonics Toolkit

I. Research Article

Article: Noltemeyer, A. L., Joseph, L. M., & Kunesh, C. E. (2013). The effects of supplemental

small group phonics instruction on kindergarteners’ word recognition performance.

Reading Improvement, 50(3), 121-131.

Student population: Six kindergarten students with at-risk emergent reading skills participated in

the intervention. All participants attended the same large, suburban Midwestern elementary

school where 60% of the student population were economically disadvantaged. Participants were

not receiving special education services at the time of the intervention.

Research design: The researchers used a modified alternating treatment single-subject design

which allowed for the comparison of the two interventions.

Intervention summary: The study sought to test the efficacy of a phonics based flashcard

intervention. The six students were randomly assigned to one of the two experimental groups.

The intervention consisted of an instructor segmenting and blending six words in a guided

practice session with all three members of the group. After 10 minutes had elapsed, the

flashcards were shuffled and each student was quizzed. The six control words were assessed

once a week without any instruction. The three dependent variables measured were words

retained immediately after each session, words retained at one week and control words read.

Major findings: Visual analysis of data showed that the phonics intervention had a positive effect

in words read immediately after each session, with participants reading an average of 4.2 out 6
words from a baseline of near zero. However, after one week, the words were not retained,

falling to an average of 1.24 out 6 words read.

Limitations: There were several limitations to this study. The researchers instructed all three

students from each group simultaneously, when one on one instruction would likely have been

more effective. The researchers reported that some students struggled with engagement when it

was not their turn. The intervention consisted of 10 minute sessions two times per week, which

could explain the poor maintenance of the treatment. Also, by only using six words during the

lesson and then testing over the same words, it is possible that the students had memorized the

words rather than applied phonics based strategies (shuffling would only protect against

memorizing word order). Last, African-Americans represented 100% of the sample population

but only 60% of the total school population. For future research, the authors should consider

using longer, more frequent intervention sessions with a more diverse sample population. Rather

than using the same word list, the authors might also consider using a nonsense word list to test

for a single phonics strategy after each session.

II. Practitioner Article

Our research article discussed the use of supplemental small group phonics instruction

using words that were printed on 8.5 x 11 inch white cardstock in size 150 Geneva font. Our

practice article suggests two art based adjustments to increase engagement with word cards. Our

practice article also contained one oral based practice to increase engagement and one practice

that is to be considered “good teaching” that could mitigate some of the engagement issue found

in the research article.

Personalized Art
Our research article used words that were plainly printed on white cardstock. The practice article

involved creating a word card based on the letter of the week. This creation could either be a

word or a picture of the student’s choosing. The art supplies used generally involved coloring,

cutting, pasting, painting, drawing, or other types of art. The student (in this case, kindergarten)

worked with a family member at home to complete the project. Words chosen were not the same

across the board – rather, the words chosen generally had meaning for the student. It opened

insight into the minds and lives of the students. It increased engagement as it was not simply a

regurgitation of words chosen by the teacher or phonics program.

Personal Alphabets

Similar to the personalized art, students created a “personal alphabet”. One word was selected by

the student for each letter of the alphabet. The words were relevant to the child – displaying

activities, people, concepts, and ideas that are important to the student. The students were given

the freedom to use words that are not in English. After the word has been selected, the family

then creates a picture that embeds the letter within the picture. This is similar to the alphabet

cards that are included in many phonics programs. However, using words that are meaningful to

each child creates a connection between the child and the alphabet rather than having an arbitrary

set of words chosen for the child to memorize.

Word Associations

Students were given words to sound out within the phonics program in a choral response fashion.

Students were “chatty” after the reading of the words. Word associations allowed students a

space to share personal insights into the words. The example shared was the word “get”.

Students would then be anxious to share the examples of “get sick”, “get the mail”, or “get in
trouble”. This increased student engagement as students were excited to share how the words

read were not done in isolation, rather connections were made to the students.

Morning Greet Circle

The morning greet circle does not correlate with any specific instruction, but discusses a concept

that is extremely important in education. A relationship is built as the teacher greets each student

individually. This teacher introduced languages other than English and allows the students to

greet her in any language of their choosing. The circle builds community. A “Star of the Week”

has the opportunity to share a piece of themselves to the class. This relationship may have

mitigated some of the lack of engagement found within the research article. The research article

performed the intervention once a week for five weeks for ten minutes. It did not discuss WHO

performed the instruction – we’d assume it was researches rather than the classroom teachers. It

would be interesting to determine if there were different results for the same intervention

administered by the classroom teacher (who has a working relationship) rather than a researcher.

Reaction of Practicality

These strategies are good for increasing engagement. They are culturally relevant teaching

practices that allow expression from the students to be integrated in the curriculum at school.

They involve multisensory activities that are beneficial for students. Working with students who

are learning the alphabet in a small group setting, it would be easy to incorporate letters from

each of the students’ personal alphabet cards in the group to increase engagement and build

community. The personalized art word cards could also be used in a similar fashion. Word

associations are a quick activity that can easily be added to any segmenting activity – especially

if the small group instruction includes an even number of students, allowing the teacher to listen

to different pairs of students and gain valuable insights. Finally, for this teacher, the morning
greet circle was the best vehicle to build a strong relationship with her students. We understand

that teachers must do “what works for them”. In building relationships, a morning greet circle

may or may not feel natural to a teacher. The teacher must build the relationship with students in

whatever manner makes the most sense for him/her.

III. Overview of the Practice

The Focus/Outcome Area of the Strategy:

Students will be able to use their knowledge of phonemic awareness and apply it to phonics in

order to create their own alphabet using personal connections and examples to represent each

letter a-z. Students will create a personal alphabet including one word for each letter of the

alphabet that is significant to them.

Prerequisite Skills:

Students will need the following prerequisite skills: basic knowledge of phonemes and a general

understanding of letter identification and sound identification.

Materials:

· Card deck (with a-z letters)

· Individual lowercase letter cards for personal alphabet card decks (26 note cards in a card

deck per student)

· Picture cards

· Various multi-sensory items for difficult letters (ex: v- toy van, violin, a picture of a

vacuum, visor… etc.)

· Teacher made personal alphabet card deck (used as a model for students)
· Timer

· Index card box for each student or small ziploc bag

Critical Components for Implementation:

The teacher will use direct instruction to explicitly model the entire process for students. The

teacher will give an example of their own personal alphabet and what they put down for a

particular letter (ex: f- fish). Students will then transition into student discussion with the teacher

asking students to turn and talk to their neighbor and collaborate on different things they could

draw or put down for specific letters. Students should practice the phoneme sounds using the

card deck because this will help them gain an understanding of each letter and possible ideas for

what to use for their own personal alphabet. Strategies such as Turn and Talk and Thumbs

Up/Thumbs Down will be utilized as quick checks for understanding before moving on to next

steps.

Considerations for Implementation:

In order to provide differentiation and scaffolding, students will rotate to different letter stations

to gain different ideas and perspectives for possible choices for their own alphabets. In order to

provide multi-sensory instruction, multiple items containing the particular letter will be at

different stations to gauge interest, spark imagination and creativity. For example, at the station

for the letter “f”, students can find items starting with that letter including: fruit snacks, fish

(plastic or plush), fabric, a picture of a family. Students will rotate to different stations and while

they are at each station, discuss with peers what other things start with letters that they could use
for their own alphabet card deck.

Modifications and Extensions:

Struggling students will be provided with the option of drawing pictures to help them remember

what their ideas were for their own alphabet card deck letters.

An extension for the lesson will be having students try to come up with items that start with the

letters from different countries and cultures. Students may also begin to work on their personal

alphabet individually. If they are finished early, they may go around and help other students.

IV. Mini-lesson Plan

Behavioral Objective: In small groups, students will be given manipulatives to prompt their

creativity and identify initial sounds/corresponding lowercase letter.

Learning Objective:

Students will be able to identify the beginning sound of a word.

Students will gain the knowledge that a sound can be represented by a letter.

Students will become familiar with sound/letter identification.

Rationale: Students will identify beginning sounds of a specific word and their corresponding

lowercase letter. Students need to master letter identification, a-z and each corresponding

phoneme to be successful readers.

Common Core State Standards:

Grade K:

CCSS.ELA-LITERACY.SL.K.5 - Add drawings or other visual displays to descriptions as

desired to provide additional detail.

CCSS.ELA-LITERACY.L.K.1 - Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

Grade 1:

CCSS.ELA-LITERACY.SL.1.5 - Add drawings or other visual displays to descriptions when

appropriate to clarify ideas, thoughts, and feelings.

CCSS.ELA-LITERACY.L.1.1 - Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

Developmental/Procedures:

*Lowercase letters will be introduced using the Orton Gillingham Kindergarten sequence.

Introduction -

I do

The teacher will start instruction as whole group on the carpet. The teacher will introduce the

first sound/letter “o”. “When I see the letter or hear the sound “o”, I think of an octopus because

I see them while I’m snorkeling.” I motion an octopus while saying, “o like octopus” and

showing the letter o. “Stand up and motion like an octopus. Air write an o, while saying “o”.”

Instructional Strategies -

We do
“What is a word you think of when you see/hear the letter “a”? Turn/talk to your neighbor about

the sound/letter “a”. What is a word that starts with the sound “a”?” She gives them 30 seconds,

while walking around to hear students discussing.

Modification - The teacher will prompt students to help them think of a word.

She calls on a student. Student says, “I think of an alligator because when I go to Florida, I see a

lot of alligators.” “That is great, Bobby! Let’s all use our arms as alligator jaws and say, “a” like

alligator”. “Let’s air write a letter a and say “a”. (Teacher traces with finger on a big a letter).

You do

“We will be splitting up into groups to make our own alphabet cards!” She divides students into

four different groups. Each station has one letter.

8 minutes at each station. Rotate four times clockwise.

Day 1 letters include: o, a, d, g

Each station will have little trinkets that start with designated letter. The trinkets will include

different cultural objects. At each station students will be given a card that has the designated

letter on it. They will be instructed to trace the letter and think of a word that starts with that

letter. They are to draw the word. (It has to be approved by the adult in the group to make sure

that it is the correct letter)

Modification - Students can draw one of the trinkets.

Modification - Students can use fat pencils and/or pencil grips.

Closure - After their four rotations, students will meet back at the carpet. They will share their

four made cards with their neighbor.

Students’ cards will be placed in their own index card box/ziploc bag.

Each week four letters will be introduced this way. I do, We do, You do

*Students will be doing I do, We do with two of the introduced letters of the week.

2nd week letters - c, t, m, l

3rd week letters - h, n, i, r

4th week letters - p, u, j, s

5th week letters - f, b, k, e

6th week letters - e, v, z, y

Modification - If teacher feels students need more time to review letters, she will plan

accordingly.

Modification - If a small number of students need extra instructional time on the introduced

letters, the teacher will pull those students for small group.

Assessment:

Short term - After every four rotations, students will have to share their letter/drawing card with

a partner. The teacher can also call on certain students to share with the whole class.

Long term -

In small groups with the teacher, students will match letter trinkets with the correct lowercase

letter card.
OR

Students can present their 26 cards with the teacher, while explaining each letter and drawing.

V. Rationale

This Phonics Toolkit demonstrates my ability as a literacy specialist to be able to read a

variety of research and practitioner articles, decipher valuable strategies and interventions and

implement them within my own classroom. By identifying the importance of building upon

phonemic awareness to apply phonics concepts such as the personal alphabet, it shows my ability

to scaffold learning and make connections on how phonemic awareness and phonics are

interconnected. This toolkit aligns with the Curriculum and Instruction section of the portfolio.

The Phonics Toolkit corresponds with my ability to meet IDA Standard B: Knowledge of the

Structure of Language and IDA Standard E: Structured Language Teaching E1-E-6. Both require

the literacy specialist to understand the importance of connecting prior knowledge of phonemic

awareness to new concepts of phonics in order to create instructional strategies to bridge gaps

between struggling learners. IDA Standard B and IDA Standard E are both integrated in this

toolkit through implementation of explicit teaching in relation to phonology with the speech

sound system and phoneme identification by creating cultural and social connections to

individual students’ lives.

Vocabulary Toolkit

I. Research Article

Article: Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli Jr., & Kapp, S. (2009). Direct

vocabulary instruction in kindergarten: Teaching for breadth versus depth. The Elementary

School Journal 110(1), 1-18.

Research design: The study used a within-subject experimental design so that each student would

receive all three instructional conditions, embedded (breadth), extended (depth), and incidental.

Student population: Of the 42 kindergarten students who participated in the study, 23 were

female and 19 were male. All students attended the same Pk-8 campus, where 69% of students

were Hispanic, 24% Black and 6% White. (The exact ethnic breakdown given appeared to be

incorrect). 65% of all students were eligible for free or reduced lunch.

Intervention summary: The study sought to compare the effects of two different strategies for

vocabulary instruction, depth and breadth. The authors first selected nine target words from the

story Goldilocks, by James Marshall; weald, duvet, domicile, parlor, lass, shards, torrid, fatigued

and dismayed. Next, students were assigned to three random groups that determined how the

words would be taught. For example, group A was taught weald, torrid and duvet through

extended instruction (depth), domicile, parlor and fatigued through embedded instruction

(breadth), and lass, shards and dismayed through incidental exposure. The actual instruction took

place in three 30 minute sessions over a school week. The first 15 minutes of the session were

used to read the story and introduce target words. The last 15 minutes were used for post reading

and vocabulary instruction.

Major findings: Posttest measures indicate that both embedded and extended vocabulary

instruction were significantly more effective than incidental exposure. Across multiple measures,

direct vocabulary instruction produced moderate to very large effect sizes over incidental

exposure. Comparing embedded and extended to one another, embedded instruction proved to be

time efficient, whereas extended instruction produced deeper knowledge.

Limitations: The study was primarily limited by its short duration of only one week and the

limited number of words (three) taught in each condition.

II. Practitioner Article

Article: Miller, R. D., (2016). Contextualizing Instruction for English Language Learners with

Learning Disabilities. Teaching Exceptional Children 49(1), 58-65.

Comparing our practitioner article to the research article, both are clear that explicit instruction is

essential in the understanding and retention of content specific vocabulary. Three steps were

introduced in order to contextualize the vocabulary instruction.

Step 1: Building Vocabulary

In building vocabulary, word selection had to be strategic. Words that are essential for

understanding the lesson had to be chosen. A small set of words from the text should be chosen

(it was suggested anywhere from about eight to ten words). The words should be ones that would

be frequently encountered while studying the topic. Vocabulary instruction was described in

three tiers. Tier 1 would consist of high-frequency words that are used in everyday conversation
that most children are exposed to from an early age. These are words that generally do not have

to be directly taught. Tier 2 words are “more characteristic of words found in written language,

and their use is so frequent that knowledge of these words can have a powerful effect on a

student’s verbal functioning in the classroom” (Miller, p.60) Tier 3 words are content specific

words. When we are talking about our ELL population, we have to remember that the Tier 1

words that are common to native English speakers may not be familiar to our students who are

ELLs and will need to be directly taught. This teaching would include picture representations or

explanations. Tier 2 words would (try) to be connected to the native language of the student

(cognates are one example - they can activate prior knowledge from the student’s first language).

Explicit Instruction methods would be employed to teach the vocabulary. This could include pre-

teaching to lessen the linguistic demands and could result in increased participation since the

student would be less worried about understanding. This explicit instruction would include the

words in context along with the definitions. It would be ideal if the instruction made connections

to the students’ native language. The instruction would include the meaning, pronunciation, and

provide a student-friendly definition. Graphic organizers, such as a concept map, would be used

to illustrate relationships between content details. Mnemonic devices would facilitate the

remembering of details. Then in the instructional unit, twelve to sixteen exposures in a variety of

contexts would be provided so that students can acquire deep vocabulary knowledge. These

exposures would include activity based methods such as word-matching games or word sorts.

Step 2: Building Background Knowledge

It is especially difficult when a student’s background knowledge is different from the culture and

background for which the content is originally designed. By building background knowledge,

students are able to connect what they are learning to their own lives. The teacher would assess
prior knowledge to know what students know or have experienced. Then the teacher is able to

tailor the instruction based on individual needs. The teacher would make explicit connections for

students (especially those with LD) who may not automatically make connections to their prior

knowledge. This can be done by reviewing graphic organizers or the previous day’s class notes.

This background knowledge can also be built by using videos, photos, or illustrations as anchors.

Visual cues are used to enhance comprehension and help with recall of information. The teacher

can/should provide guiding questions before any short videos. The explicit connections can also

be created when the teacher provides shared experiences for students (for example: science

experiments, field trips, hands-on activities, or role-playing activities).

Step 3: Providing Opportunities to Be Engaged

Teachers will develop interactive activities for students. Teachers will deliberately and

strategically have students work together during instruction. These activities in which students

are working together are great as they ensure total participation. They also give students a chance

to to practice language skills in a low-risk environment - and many times receive immediate

feedback. Small group instruction can also be used to provide additional opportunities to work

with vocabulary.

Implementation of these practices should not see too many barriers within the classroom. Most

of these activities are part of any basal (such as Wonders) to build vocabulary. The most difficult

piece would be discovering the “holes” within the background knowledge and then providing

that background knowledge for deep vocabulary comprehension for each individual student.

When learning about the FORI method, the beginning of the lesson was spent finding the words

that would impede comprehension of the text and explicitly teaching those words prior to

reading.
 III. Overview of the Practice

The Focus/Outcome Area of the Strategy:

Students will focus on increasing their vocabulary skills by participating in various activities and

learning how to use different graphic organizers individually and in small groups.

Prerequisite Skills:

Students will need the following prerequisite skills:

· Blending and segmenting of words

· Basic decoding skills

· Comprehension strategies for reading texts

Materials:

· Graphic organizers

· Grade appropriate vocabulary word lists

· Post-its

· Definitions and short paragraph of vocabulary words

Critical Components for Implementation:

An effective strategy to consider for implementation is teaching the vocabulary in tiers. This

helps English Language Learners because it is strategically structured in levels. Another

component for implementation is the direct instruction of Tier 1 words. When teaching Tier 2

vocabulary words, it is important for teachers to explain the meaning of words and associate it
with images and multiple examples. Other components to consider would be trying to connect

the new vocabulary words to words in students’ native languages.

Considerations for Implementation:

A consideration for implementation could be to explicitly teach Tier 1 words. Most of the time

Tier 1 words are commonly recognized, however, English Language Learners may benefit of

direct instruction and teacher modeling with scaffolding such as I Do, We Do, You Do to help

them understand how to comprehend the text.

Modifications:

A modification for this lesson would be for students to work in pairs. This could be beneficial

and would allow them to talk through the process of the graphic organizers and explore different

ideas with each other.

Extensions:

An extension for this lesson would be a word-matching game. Students would work in pairs to

play the word-matching game and work on matching the word with the correct definition.

IV. Mini-Lesson Plan

Behavioral Objective: In pairs or small groups, students will use Post-its to fill a graphic

organizer to define words.

Learning Objective: Students will use their prior knowledge and informational text to relate to

grade level vocabulary words.

Rationale: Students need to define unknown words by using prior knowledge and scenarios they

can relate to.

Common Core State Standards: Grade 5:

CCSS.ELA-LITERACY.L.5.4.A

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of

a word or phrase.

CCSS.ELA-LITERACY.L.5.4.B

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a

word.

CCSS.ELA-LITERACY.L.5.4.C

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to

find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Developmental/Procedures:

As a whole class activity, the teacher will create a large poster board of K-W-L.

Modification - KWL chart will be color coded.

Five words will be presented at once to the class and on the KWL chart.

Introduction -

The following words will be introduced:

1. survival

2. voyage

3. rebellion

4. expansion

5. competitive

“Today we will be using a special chart to organize information and ideas!”

The teacher will hand out Post-its. “On these Post its I want you to write what you Know about

the word survival. On the back of the Post-it write your name.

“For example, is there a part of the word you understand? Or Have you heard the word used and

when?”

You have two minutes. Once you are done, come up and place it on the chart.”

Modification - ELL students may share the word in their native language.

The teacher will go over all Post-its with the class.

*The names on the back of the Post-its allow students to be accountable and make answers

anonymous to students.

Modification - The teacher will have a countdown device in the room.

Instructional Strategies -

“What would you like to know about survival? You have two minutes to discuss with your desk

buddy then one minute to write down on a Post-it and onto the chart.”

The teacher will go over Post-its with class and discuss.

Modification - The teacher can add her own “Want to know” to lead students into a certain

discussion or relate to a specific topic.

“You will be given a definition and a short paragraph about survival. In your table groups, read

and discuss.”

Modification - Table groups will be heterogeneous.

Modification - Each student can be given a certain role. For example: Leader, Reader, Facilitator,

Writer.

Students will have five minutes. They will be given another minute to write what they Learned

on a Post it and add to chart.

Modification - Definitions and paragraphs can be in a student’s native language.

Modification - Definitions and paragraphs can be at a lower lexile.

This same strategy will be used for the other four vocabulary words.

Assessment:

Short term - After the KWL chart is completed, students will make one sentence for each

vocabulary word. The sentence has to relate the vocabulary word to their life.

Modification - Students can use the KWL chart as a resource.

Long term - Students will create a crossword puzzle using the vocabulary words.

V. Rationale

This Vocabulary Toolkit demonstrates my ability as a literacy specialist to be able to read

a variety of research and practitioner articles, identify valuable strategies and interventions and

implement them within my own classroom. By establishing the connections between reading

comprehension, vocabulary, phonics, fluency and phonemic awareness, literacy specialists are
able to share these meaningful parallels within each with students. The application of

scaffolding learning through a variety of different graphic organizers and explicit modeling

demonstrates my ability to provide students with an array of strategies for success. This toolkit

aligns with the Curriculum and Instruction section of the portfolio. The Vocabulary Toolkit

corresponds with my ability to meet IDA Standard B: Knowledge of the Structure of Language

and IDA Standard E: Structured Language Teaching E1-E-6. Both require the literacy specialist

to understand the importance of connecting prior knowledge to new concepts in order to close

gaps with struggling learners. IDA Standard B and IDA Standard E are both integrated in this

toolkit through implementation of explicit teaching in relation to hands on activities and a variety

of ways to identify unknown words.

Fluency Toolkit

I. Research Article

Article: Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The effects of reading fluency

interventions on the reading fluency and reading comprehension performance of elementary

students with learning disabilities: A synthesis of research from 2001-2014. Journal of Learning

Disabilities, 50(5), 576-590.

Research design: This article is an analysis and summary of the most recent research related to

reading fluency interventions involving students with learning disabilities (LD). Using a broad

range of search terms (e.g., disability and reading fluency), the initial electronic and hand

searches produced over 4,000 articles published between January, 2001 and September, 2014.

Studies were included in the final synthesis if they met the following criteria:

1. Focused on kindergarten through fifth grade students with identified LD.

2. The study intervention targeted reading fluency in English.

3. Studies had to be experimental, quasi-experimental, or single subject design.

4. The dependent variable had to include a measure of reading fluency and/or

comprehension.

After being carefully coded, only 19 studies remained.

Student population: At the author's choosing, the identified studies included students with LD

from kindergarten through fifth grade.

Intervention summary: While numerous interventions were listed, the majority of the discussion

in the article centered around repeated reading (RR), wherein a student practices the same text

aloud to build fluency. Five studies examined the effects of RR without a model, whereas nine

studies included a model of some kind, such as a more proficient peer or an adult.

Major findings: The article extends previous research in concluding that RR tends to improve

fluency, and comprehension in students with LD. Of particular note to reading specialists and

special education teachers is their finding that RR without a model showed medium to large

effects on fluency and comprehension. Many of us struggle to find the time to work with

students one on one, but these findings show that it might not be as important as we think.

Limitations: This article is primarily limited by the quality of research it synthesizes. Very few

studies met What Works Clearinghouse (WWC) standards. Additionally, the measures used in

the studies made it difficult for the authors to fully synthesize the data and make cross study

comparisons.

II. Practitioner Article

Article: Garrett, T.D., & O’Connor, Dava (2010). Readers’ Theatre: “Hold On, Let’s Read It

Again.”. Teaching Exceptional Children, 43(1), 6-13.

Overview of the Practice

Our practitioner article took the idea of repeated readings, as found effective in the research

article, and focused on the implementation of Readers’ Theatre. Readers’ Theatre combines

quality literature, oral reading, drama, and various content areas (i.e. science, social studies, etc.)
to increase fluency, automaticity in word recognition, prosody, expression, and comprehension

in reading. It is not meant to be an “over the top” production, rather it is intended to be a simple

exercise with few to no props. Instead, students can use their body actions and facial expressions

(along with intonation) to engage the audience. Readers’ Theatre proved to be effective as

students found a real purpose in repeatedly reading the same text multiple times. Four

elementary teachers in a rural southeastern school district were chosen to examine the

implementation of Readers’ Theatre. Each of the teachers served students identified as having a

learning disability. They each serviced multiple levels of students from kindergarten through

fifth grade. The implementation of Readers’ Theatre was done both in small groups as well as

whole group. Students were given scripts to orally read. The scripts could be tied to any subject

area or genre. Teachers used the scripts to explicitly instruct students with regard to different

genres of literature (such as poetry). The scripts were sometimes altered in order to

accommodate various reading levels. In some of the classes, the teacher would “whisper read”

with the student. This involved the teacher taking the lead voice with the student whispering as

he/she followed along with the teacher to practice reading orally. With more advanced readers,

the students practiced for the most part without teacher oversight. The more advanced readers

then took ownership of the task at hand, creating a community with fellow “performers” to read

accurately and with expression. Depending on the teacher, there were three different

implementations: all groups were given the same script with the same text, groups were given the

same script with altered text based on reading level, and groups were given completely different

scripts/texts. As far as investment of time is concerned, the teachers would allow between 15 - 20

minutes allowing students to practice their scripts. Each of the students had an active role within

the group. Then, the group would perform at the end of the week. If the text was done in a whole
group setting, it was performed for the teacher or for other classes within the school. When

administered in small groups, the piece was performed for the other groups within the class. As

far as results are concerned, it was impossible for the excellent tier 1 instruction to be separated

from the implementation of Readers’ Theatre. However, a positive correlation was seen in

automaticity of word recognition, fluency, and comprehension.

Practicality of Implementation

When examining this practice for our classrooms, it would be ideal to help our struggling readers

find meaning and purpose in the idea of repeated reading. Those of us that use Fluency Oriented

Reading Instruction (FORI) know that we repeat the reading at least three times throughout the

week. However, if a student were to ask the question, “why do we repeatedly read?” it would be

difficult to come up with an answer other than “because it helps with fluency and prosody”. Yet

when implementing Readers’ Theatre, it is easy to justify the idea that there will be a

performance and compare the performance to the speech found in a TV show or movie. The

purpose is to make the experience interesting for the audience. Increased student engagement

leads to more focus and gains in fluency and comprehension. As all teachers are concerned with

the time required for strategies to help struggling readers, 15-20 minutes is not an unreasonable

request for time. In addition, some teachers were able to use small groups and allow the more

advanced readers to practice on their own after one to two readings with teacher assistance (thus

decreasing the overall impact of this practice on time). Some text basal programs (such as

Wonders and Storytown) have Readers’ Theatre built into the basal. If not, there are other easy to

access resources (both in hardcopy and digital formats) that are fairly easily accessible across all

content areas. If it hasn’t been implemented yet, it makes sense to use Readers’ Theatre in the

classroom.
 III. Overview of the Practice

The Focus/Outcome Area of the Strategy:

Students will increase their reading fluency through participating in Readers’ Theatre and

engaging in repeated text interactions individually and with peers in small groups.

Prerequisite Skills:

Students will need the following prerequisite skills:

· Basic knowledge of sight words (grade level)

· Basic knowledge of multi-syllabic words

· Basic segmentation and blending skills

· An overview of any unknown vocabulary words in the readings

· Basic understanding of how to read using tone and intonation

Materials:

· Readers’ Theatre reading passages for students to read

· Highlighters

· Teacher copy of Readers’ Theatre reading passages

Critical Components for Implementation:

Students should be able to have an understanding of what fluency in reading means. Before the

lesson, the teacher should explain to students that fluency requires three skills: accurate

decoding, automaticity in word recognition and prosody (phrasing, intonation and pitch in

reading out loud). The teacher should explain the purpose of this lesson and how exposure to
Readers’ Theatre helps students with basic sight words to build recognition, how multiple

reading opportunities build fluency; and the strong impact comprehension has through the

actions and repetition of words developed to enhance performance.

Considerations for Implementation:

In order to provide differentiation and scaffolding, students will have the ability to work on

Readers’ Theatre in a variety of different ways through the following modifications and

extensions:

Modifications:

Struggling students will be provided with the option of having a “shadow.” This is a technique

used in Readers’ Theatre to help struggling readers and possibly ELL students who are not as

familiar with the language but still want to participate. A “shadow” reader will stand behind the

main reader in Readers’ Theatre. The “shadow” will also have a script, and will feed the lines to

the main reader. Once the lines have been whispered to the main reader by the “shadow”, the

main reader will clearly and loudly speak the line. By using this technique, it allows the main

reader to first hear the line from a strong reader, and feel confident with sounding it out

themselves after. The duo works as a pair and this provides a safe environment for struggling

readers to build confidence and participate in the lesson.

Extensions:

An extension for the lesson will be having students try to work on memorization of their lines.

When memorizing lines, it requires repetition and testing out different intonations and pitches in
order to find the one that works best for that particular line. By working on memorizing their

lines, it focuses on working memory, builds repetition and multiple opportunities to work on

reading fluency.

IV. Mini-lesson Plan

Behavioral Objective: In pairs, students will practice their lines and discuss their characters to

comprehend the script. In their small group, they will listen to classmates and perform their play

in front of the class.

Learning Objective: Students will be introduced to Readers’ Theatre. Students will follow oral

directions to practice script focusing on fluency in assigned pairs. Students will use appropriate

fluency when presenting in front of the class.

Rationale: Students become enthusiastic when presented with an opportunity to participate in

Readers’ Theatre. Students will practice their lines, focusing on accurate word decoding, using

comprehension of the lines and punctuation to decipher rate/tone of line (oral speaking skills).

By using accurate fluency, the teacher will be able to demonstrate what a “good reader” does

when he/she is presented with an unfamiliar text.

Common Core State Standards:

Grade 4:

CCSS.ELA-LITERACY.RL.4.7 - Make connections between the text of a story or drama and a

visual or oral presentation of the text, identifying where each version reflects specific

descriptions and directions in the text.

CCSS.ELA-LITERACY.RL.4.10 - By the end of the year, read and comprehend literature,

including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.4.3 - Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

CCSS.ELA-LITERACY.L.4.4 - Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 4 reading and content, choosing flexibly from a

range of strategies.

CCSS.ELA-LITERACY.L.4.6 - Acquire and use accurately grade-appropriate general

academic and domain-specific words and phrases, including those that signal precise actions,

emotions, or states of being and that are basic to a particular topic.

Group size: 8

Developmental/Procedures:

Readers’ Theatre will be introduced on Monday and performed on Friday.

Introduction -

Day 1:

The teacher will explain they will be performing a play for the class, with the option of

performing for other classes. She will express the importance of fluency in each part of the

script. For students to become familiar with Readers’ Theatre, she will have the class watch a

Readers’ Theatre play of another class.

Instructional Strategies -
After that she will present the rubric and what her expectations are of each student. She will take

questions regarding the rubric at this time.

She will explain that there will be two groups performing the same play.

“You will have 20 minutes in your pairs. This will give the opportunity for you to work together

on your character’s lines. Locate your character’s lines and highlight them on your copy of the

script. Read through your lines helping your partner decode unknown words. If you are

unfamiliar with words, use a dictionary or thesaurus and use context clues.”

Modification - The directions given orally by teacher will be posted in numerical order on the

board.

Scripts and highlighters are handed out; each student receives a copy of script.

Roles are given out, students are directed to locate and highlight all their lines.

Modification - Teacher has pre-assigned roles based on capability.

Modification - There are two groups performing the same play. This gives the opportunity for

students with the same part to decode words and analyze character to become fluent together.

“Now you have 20 minutes to become familiar with your lines in your pairs. Refer to the list on

the board if you get stuck.”

Modification - A timer with a 20 minute countdown will be displayed.

During Day 1 to 4 the teacher will be working with students to check on their

comprehension and fluency.

Modification - Students will have the option to bring their script home to practice fluency of

lines.

Day 2:
20 minutes to practice in role pairs.

Day 3:

20 minutes to get into your assigned groups to go through the script.

Day 4:

30 minutes to get into assigned groups to discuss ways to make the play “their own” and do a

“dress rehearsal”.

Closure/Day 5:

Students will perform their play for the class.

Assessment:

Short term - The teacher will assess students’ fluency based on their performance of the play

using a rubric to provide feedback for each student.

Students will also be asked to reflect on their experience using Readers’ Theatre including their

level of enjoyment, ways they became successful with their part and how can they improve next

time Readers’ Theatre is used.

Rubric that will be used:

Name: ___________________________________ Date: ______________

Readers’ Theatre Rubric Name:

Individual 4–Excellent 3–Good 2–Fair 1–Needs

Scores Improvement

Delivery Student read the Student read the Student read the Student had

script with script with some script but had difficulty reading

confidence and expression, little expression, the script and

expression, made gestures, eye few gestures, consistently did not

gestures and good contact, and use little eye contact, use expression, eye

eye contact, and of props or did not use contact, or props

used props to add props appropriately

to the performance appropriately

Cooperation Student worked Student worked Student worked Student did not

with group cooperatively with cooperatively cooperatively work cooperatively

the group in all with group in with group in together with

aspects of the most aspects of some aspects of group and could

project and shared the project and the project but not agree on what

all responsibilities shared most sometimes could to do. Student did

and ideas well responsibilities not agree on not share

and ideas what to do and responsibilities or

wasted time ideas and wasted

time

Comments:

Group Members: __________________________________________________________

Group 4–Excellent 3–Good 2–Fair 1–Needs

Scores Improvement

On-task High level of Majority of Moderate level of Low level of

participation active, on-task group members on-task work or active

participation on task and few of the group participation from

from all group actively members actively majority of group

members participating participating members

Comments:

(Taken from ReadWriteThink)

Long term - During the next Readers’ Theatre, students will use the rubric to assess their

classmates.

Readers’ Theatre chosen for a group of 8 students:

Story copyright © 2001, 2014 Aaron Shepard. Script copyright © 2003, 2014 Aaron Shepard.

Scripts in this series are free and may be copied, shared, and performed for any noncommercial

purpose, except they may not be posted online without permission.

PREVIEW: A true story of peace in the midst of World War I.

GENRE: Historical fiction

CULTURE: European (World War I)

THEME: War and peace

READERS: 4

READER AGES: 11 and up

LENGTH: 12 minutes

ROLES: Soldiers 1–4

NOTES: The Christmas Truce of 1914 is one of the most extraordinary incidents of World War I

and of all military history. Starting in some places on Christmas Eve and in others on Christmas

Day, the truce covered as much as two-thirds of the British-German front, with thousands of

soldiers taking part. Perhaps most remarkably, it grew out of no single initiative but sprang up in

each place spontaneously and independently. Nearly everything described here is drawn from

firsthand accounts in letters and diaries of the time. Britishisms include using Nowell instead of

Noël, and football instead of soccer. For best effect, place SOLDIERS in numerical order, as

seen from the audience.

V. Rationale

The Fluency Toolkit corresponds with my ability to meet IDA Standard B: Knowledge of

the Structure of Language and IDA Standard E: Structured Language Teaching E1-E-6. Prior

knowledge is a main component that the literacy specialist needs to be able to understand and

build upon when working with fluency because it structural basis for connecting fluency with

comprehension. IDA Standard B and IDA Standard E are both integrated in this toolkit through

implementation of explicit teaching when facilitating Readers’ Theatre. This toolkit aligns with

the Curriculum and Instruction section of the portfolio.

Comprehension Toolkit

I. Research Article

Article: Boardman, A., Vaughn, S., Buckley, P., Reutebuch, C., Roberts, G., & Kligler, J. (2016).

Collaborative strategic reading for students with learning disabilities in upper elementary

classrooms. Exceptional Children, 82(4), 409-427.

Research design: The study used a randomized controlled trial that assigned to teachers (and

therefore their students) to a particular intervention, either collaborative strategic reading (CSR)

or their regular teaching practice. CSR is a set of comprehension strategies that students learn to

use before, during and after reading to improve their understanding of text. The key components

are previewing text, click and clunk, get the gist, and wrap up. Students use CSR strategies in

small cooperative groups.

Student population: The study included 1372 fourth and fifth grade students evenly split between

60 general education teachers across 14 elementary schools. The sample was evenly split

between treatment and control groups, and the average age of both groups was approximately 10

and half years old. A high percentage of participants were Hispanic and half were English

language learners. 5% of students in the treatment group were identified as learning disabled

(LD) versus 8% of the comparison group.

Intervention summary: Teachers in the CSR group attended an introductory full day professional

development and had access to on-going coaching throughout the intervention. This group used

CSR to instruct for two or three 50 minute sessions per week for 14 weeks using expository text,
primarily during language arts, but science and social studies as well. Teachers in the comparison

group used their normal instructional practices for the duration of the study. All students were

pre-tested in August and post-tested in December using the Gates-MacGinitie Reading Test

(GMRT), which contains a variety of comprehension measures.

Major findings: Data analysis showed that students with LD in the CSR group performed

significantly better on the GMRT at posttest than students with LD in the comparison group. The

authors calculated a Hedge’s g effect size of g=.52, which indicates a medium effect. This is

significant as the CSR instruction was provided to the students in their general education

classrooms.

Limitations: Given the large size of the study in terms of both teachers and students, the authors

were limited in their ability to verify the fidelity of CSR implementation. It is also possible that

the students with learning disabilities were provided additional interventions through special

education or other school level supports.

II. Practitioner Article

Article: Klingner, J. & Vaughn, S. (1999). Promoting Reading Comprehension, Content

Learning, and English Acquisition through Collaborative Strategic Reading (CSR). The Reading

Teacher, (52)7, 738-747.

Collaborative Strategic Reading (CSR) was the focus of both the research article as well as the

practitioner article. CSR combines two instructional approaches that many teachers are already

using: reading comprehension strategy instruction and cooperative learning. By using these
strategies, teachers have noted improvement in reading comprehension, vocabularies, and test

scores.

In the implementation of CSR, students with mixed reading abilities and achievement levels

worked together in small groups to help each other apply four reading strategies. These strategies

aimed to aid their comprehension of content area text. The students would preview a text (before

reading, look to see what the passage would be about and predict what they may be discussing),

click and clunk (a monitoring strategy for comprehension), get the gist (a comprehension check

for 2-3 paragraphs), and wrap up (a summary/comprehension check for the entire passage 10-12

paragraphs of text). The strategies are generally taught who9le class first using modeling, role

playing, and teacher think-alouds until students are able to perform their defined roles. CSR

increases opportunities for students to participate in meaningful communication about academic

content. Through these opportunities, students are able to apply comprehension strategies and

build knowledge while reading text.

In the beginning (whole class), the teacher will provide explicit instruction in how to execute

each of the CSR strategies. The teacher tells the class that these strategies are designed to help

them understand and remember what they read. During the first day, the teacher thinks aloud to

show students the thinking process - often processes that go on automatically in a “good

reader’s” head. This think aloud would be especially helpful when demonstrating the

“declunking” process. Each of the areas of CSR are described:

Preview - The goals of students previewing a text is to generate interest and questions about

what they are about to read. It is designed to stimulate background knowledge and provide an
opportunity for students to predict what will happen. This entire process should take about 8

minutes to complete. The focus of previewing is looking for: what the passage is mainly about,

who is described in the text, when the passage takes place, and where the text is describing. The

students are taught to look specifically at headings and subheadings; words that are italicized,

bolded, or underlined; pictures, tables, and graphs; and questions or key information

highlighted in columns.

Click and Clunk - This portion is a self-monitoring strategy. When things “click” it means that

students are understanding and the information they are comprehending “clicks” based on

background knowledge and what the student has already learned. A “clunk” is related to a sound

that you don’t want to hear coming from your vehicle. It signifies an issue that must be

addressed. It is ideas that the student doesn’t understand or needs to know more information.

There are “fix-up” strategies designed to deal with “clunks”. While reading, students record the

clunks that are discussed later. There are “clunk cards” that are designed to provide strategies in

“declunking” words.

Get the Gist - The students should be able to identify the main idea or most important

information in a section of text (a couple of paragraphs). Students can rephrase the key idea in

their own words. This should be done using the fewest number of words possible. One

application that has been implemented before is the GOLF strategy. In the game of golf, the

person with the fewest strokes wins. Similarly, the student with the fewest words would also win.

This would be after the teacher explains that while the fewest words wins, the entire main idea of

the paragraphs must be intact as well.

Wrap-up - The purpose is to have students identify the most important ideas of the entire text

(12-14 paragraphs). One teacher uses index cards for the wrap up and has students focus on the 5
W’s and one H (who, what, where, when, why, and how). The students are also able to use the

index card for a couple of questions on one side, then the answers on the other side. The students

are then able to share with each other. The questions range from higher level thinking questions

to literal recall questions. During the wrap-up, some teachers have the students write about the

most important ideas they learned that day in their learning logs.

The cooperative learning piece has the goal of students completing the assigned tasks and to

make sure that all other members of the group do the same. The cooperative learning

components addressed by CSR include: positive interdependence, considerable face-to-face

interaction, individual accountability, learning social skills, and posttask evaluations. If teachers

find that certain students are lacking in the social skills department, they should teach one social

skill at a time. The critical skills for students to have include: listening attentively, asking

clarifying questions, taking turns speaking, providing positive feedback, and resolving conflict.

In order to facilitate the cooperative groups, roles have been created. They include: Leader (who

leads the group in CSR and asks the teacher for help if needed), Clunk Expert (who uses clunk

cards to help when trying to “declunk” text), Gist Expert (who helps the group develop a

summary of the most important details while eliminating extraneous information), Announcer

(who calls on different group members to read and share ideas), and Encourager (who watches

for where he/she can positively praise group members).

Ultimately, the teacher role is to act as a monitor of groups. This allows the teacher the freedom

to float from group to group to assess and help where needed.

When looking to implement this in our own classrooms, we would need to be very deliberate in

our pairing of students. This is not an activity that can be done “on the fly”, rather it would take

some explicit planning and teaching for the class to understand the expectations. Then, it would
require some re-teaching of the process until it became second nature for students. The process

also requires the teacher to have some materials ready for students - such as “clunk cards”, or

some teachers like to have the roles printed on bookmarks to help remind students of various

roles.

III. Overview of Practice

The Focus/Outcome Area of the Strategy:

Students will increase their comprehension through learning how to implement Collaborative

Strategic Reading in small groups and whole group.

Prerequisite Skills:

Students will need the following prerequisite skills:

· Grade level reading fluency

· Basic segmentation and blending skills

· An overview of any unknown vocabulary words in the readings

Materials:

· Grade level reading passages

· Highlighters in two colors for “click” and “clunk” words

· List of comprehension questions

· Cue cards

· Collaborative Strategic Reading logs

Critical Components for Implementation:

Students should be able to build off of their prior knowledge and apply the skills they have

learned in phonological awareness, phonics and fluency to help them with comprehension of the

text. Critical components for implementation include modeling the entire collaborative reading

strategies process step by step and providing explicit instruction with time for students to

practice.

Considerations for Implementation:

In order to provide differentiation and scaffolding, students will have the opportunity to use

sentence stems to answer comprehension questions about the text. For English Language

Learners, another consideration would be to let them use bilingual dictionaries and write any

“clunk” definitions down in English, their native language and add a picture to illustrate the

word. The will help in reinforcing any concepts or words they are unfamiliar with.

Modifications:

A modification for this lesson would be to have two people per each role when working on

collaborative reading strategies in small groups. Some students might need extra time to work on

these steps and skills. An option for students would be to have two students assigned to each role

within the group. The following are roles in collaborative strategic reading: Leader, Clunk

Expert, Gist Expert, Announcer and Encourager. By providing students with the opportunity to

work on each role in pairs, it will help solidify the job each role has and help students feel more

comfortable with eventually working on the role by themselves. The last extension would be to

use storyboards. This can be used with students who are struggling with sequencing events. The
teacher would pass out a six frame storyboard and during the reading; struggling students would

create pictures and use illustrations to show what is happening in the story.

Extensions:

An extension for the lesson would be for different groups or students to create a crossword

puzzle of all the different “clunks” they found. They can share the crossword puzzle with other

groups or students.

IV. Mini-Lesson Plan

Behavioral Objective: In small groups, students will use a highlighter to indicate words they are

unfamiliar with.

Learning Objective: The students will follow along during the reading to identify unfamiliar

words. Students will use various methods to evaluate the word and find the meaning.

Rationale: To fully comprehend a text, unfamiliar words need to be defined and understood.

Common Core State Standards: Grade 3:

CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers.

CCSS.ELA-LITERACY.RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text

relevant to a grade 3 topic or subject area.

CCSS.ELA-LITERACY.RF.3.3.A

Identify and know the meaning of the most common prefixes and derivational suffixes.

CCSS.ELA-LITERACY.RF.3.4

Read with sufficient accuracy and fluency to support comprehension.

Developmental/Procedures:

Modification - The teacher will put into consideration student lexile/skill deficits and group

accordingly. Student rapport will also be considered.

If the group is accompanied by a teacher, she will choose a lexile higher than their independent

level; guided reading level.

Modification - Based on skill level of group, the teacher may assign roles for each student. Roles

may include: Leader, Clunk expert, Announcer, Encourager.

Introduction -

For students to remain engaged, the teacher will choose a text based on student interest.

“Today you will be reading an interesting article!” “After I put you in groups, you are to read the

article together.”

Instructional Strategies -

“When you read a word you are not sure of the meaning, you will highlight the word. I will give

you cards to try and figure out the meaning of the word.”
Modification - Give students a number of clunk words they should have based on the text given

and student knowledge.

Modification - The teacher will give a time limit, for example 20 minutes. She will give a 10

minute and 5 minute warning.

How can we fix the clunks?

Posted on front board: (to reiterate what is expected)

1. Get into groups & give each other personal space

2. Put your name on your copy of article and your role

3. Read article

4. Highlight clunk words

5. Use clunk cards to define word

6. Use sentence stems to answer comprehension questions

Cards include the following:

1. Re-read the sentence and look for key ideas to help you understand the word. Think about

what makes sense.

2. Re-read the sentences before and after the clunk to look for clues.

3. Does the word have a suffix or prefix that might help?

4. Break the word apart and look for smaller words you know.

Modification - Students may use Post-it notes when they encounter a word they cannot define,

after using all clunk methods. They can write down what methods they used or what they

anticipate. This will give them the opportunity to seek guidance from the teacher.
Modification - Sentence stems for comprehension questions.

Assessment:

Short term - During whole group, students will apply their clunk methods during a reading. This

may be a reading that is read by the teacher. Students will share with the class a clunk word and

which clunk method helped them the most.

Long term - Students will choose a KidBiz article (independent lexile level) and highlight clunk

words. They will use previously taught methods to evaluate each word. To show capability,

students will be responsible to write their understanding of the word.

V. Rationale

The Comprehension Toolkit corresponds with my ability to meet IDA Standard B:

Knowledge of the Structure of Language and IDA Standard E: Structured Language Teaching

E1-E-6. Prior knowledge is an important skill that must be introduced to students at a young age.

The literacy specialist needs to be able to understand and build upon this skill because it helps

students develop a connection with the text. Literacy specialists must help students utilize their

knowledge of fluency to help when comprehending a variety of different texts. IDA Standard B

and IDA Standard E are both included in this toolkit through implementation of explicit teaching

and modeling of Collaborative Strategic Reading. This toolkit aligns with the Curriculum and

Instruction section of the portfolio.