Professional Documents
Culture Documents
Vina Phong
EDCS 647
In the fifth grade we use a strategy called the ACE strategy. ACE stands for Answer,
cite, and explain and is used for writing a response to a literary question. Mia needs to refer to
the exemplars completed as a class to complete an ACE response independently. Mia receives
instruction with the whole class and a moment to try the work independently. If I see Mia is
struggling, I will give her further directions in small group. Every so than Mia is encouraged to
work at her desk after receiving instructions. The teacher will be checking in on her every so
than while she works independently. Currently in Wonders students are working on background
knowledge. Mia can answer these questions because the class reads the story together. If she
spelling. Mia can learn digraphs and how to blend words to help her decode paper. O’Connor,
Fulmer, et al., 2005, O’Connor, Bocian, et al. 2013 explained how the BEST strategy for
independent reading was effective for students in elementary school to read multisyllabic words.
Students who have a stronger understanding of phonics are better at spelling. Mia can also learn
I choose to administer DIBELS 8th edition assessment at the second-grade level. I choose
to administer the nonsense word, word reading fluency, and oral reading fluency to gain
Mia did poorly on the DIBELS assessment. She scored 296 correctly out of 334 letter
sounds. For words read correctly, she scored 66 correct out of 100 words. Test results show Mia
needs practice with some diphthong sounds and silent e words. She scored 54 words correctly
for word reading fluency. This shows Mia's inability to decode multisyllabic words affects her
ability to read words which affects her oral reading fluency. Mia read 225 words and scored 18
wrong for oral reading fluency. The total amount of words read correctly was 207 without any
time restraints.
Based on the results of these assessments, Grade 5 Common Core State Standards, IEP
goals and weakness, and my understanding I choose to give Mia support with reading fluency.
She can read high-frequency words and identify phonemes in isolation. To encourage Mia to
become a successful reader, Mia will practice reading with fluency by completing multiple
repeated readings. I choose this intervention on reading fluency and comprehension because the
test results show these are her areas of need. Studies show rereading a passage will increase their
fluency. If a student rereads the same passage, the student will be more familiar with the words
and be able to recognize them. According to Solis, Scammacca, Barth, and Roberts (2017)
students with learning disabilities or students at risk for academic failure are given multi-
component instruction. They found when they provided students with disabilities text-based
reading fluency to increase, however, because she is academically lower than her peers it’s
Part VI.
Lesson Foci/Date Objectives Instructional On-going
Materials Assessment
3
Read with Students will reread the · Story: Taking DIBELS ORF
accuracy and story first by echo the next step (Oral Reading
fluency to support reading then partner – A fable by Fluency) Progress
comprehension. reading. Students will Aesop (The Monitoring Grade
stop and ask each other Crow and the 2
questions and review Pitcher)
keywords before · Pencil DIBELS WRF
rereading. · Folder paper (Word Reading
· Rubric Fluency) Progress
Fluency: 5.RF.4 Read · Eraser Monitoring Grade
with sufficient accuracy 2
and fluency to support
comprehension.
a. Read grade-level text
with purpose and
understanding.
b. Read grade-level prose
and poetry orally with
accuracy, appropriate
rate. and expression.
c. Use context to confirm
or self-correct word
recognition and
understanding. rereading
as necessary.
4
Rationale: Students will increase their decoding skills if they have been exposed to the text
beforehand. Echo reading is a research-based strategy to help students decode the text.
Students will be asked comprehension questions and activate prior knowledge to make the
reading meaningful.
Procedures and approximate time allocated Academic, Social and Linguistic Support
for each event during each event
Long term – Students will read a section of After rereading the text, students WPM would
the text and be timed. Students will record increase.
WPM of the given section of the text.
7
Have students review key vocabulary from the story. Students will read the story of the
A fable by Aesop (The Crow and the Pitcher) using partner read the book.
Rationale: Students will increase their decoding skills if they have been exposed to the
text beforehand. Echo reading is a research-based strategy to help students decode the
text. Students will be asked comprehension questions and activate prior knowledge to
make the reading meaningful.
Procedures and approximate time allocated Academic, Social and Linguistic Support
for each event during assessment
8 minutes – key vocabulary words After students hear the key words, they
explanation by students would be able to identify the key words
2 minutes – Predictions correct or incorrect and read it aloud.
5 minutes – Remind students WPM will be
recorded after and the teacher give
instructions. The visual graph recording of students
25/30 minutes – Partner Reading WPM.
5 minutes – Comprehension questions
5 minutes – Partners/Teachers record WPM
on given section of text
5 minutes – Have students share if their
WPM and understanding of the text
improved. Have students share one thing
they learned.
together.
Have students complete a timed reading and
record WPM on given section of the text.
Graph WPM results from yesterday and
today.
Assessment