Cowart Puzzle Child Paper

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Camille Cowart
Dr. Justine Bruyère
EDUC 6420
31 March 2020
Cowart Puzzle Child Part II: Impact
Summary of Instruction
I’ve been working with Elese as her Honors English I teacher since August 2019, and we
began working together for the purposes of reading intervention in January 2020. In January, I
administered a barrage of assessments to test Elese’s reading strategy awareness and use, reading
level, phonemic awareness, and word knowledge. I also considered Elese’s performance in my
English class in addition to past inventories and assessments from special education testing.
Following analysis of these factors, I determined that there were four main objectives I wanted to
address during the course of our tutoring sessions: 1) Improve student’s knowledge of syllable
juncture spelling; 2) Improve student’s use of reading strategies for informational texts; 3)
Improve student’s use of reading strategies for narrative texts.
Elese and I met once a week for 60 minutes, in addition to our 225 minutes of weekly
instruction in her English class. We met on Thursdays after school in my classroom. Our earlier
sessions this semester focused on assessment and a collaborative effort between the two of us to
identify strengths and needs in content classes as well as in the content of our reading plans.
Elese is incredibly self-aware, and she wanted to have a voice in what we did during our
sessions. Once we got into a routine, we determined the following as the best plan: “Words in the
Wild,” word sort review from the prior week, new word sort, and either independent reading or
essay work. You will see that one week was spent solely on informative text work aligned with
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our class content; Elese was struggling to access key details from the speeches we were studying
at the time, and this was an opportunity to teach informational text comprehension skills in
context.
We began each session with “Words in the Wild.” Elese told me at the beginning of our
time together that she is constantly using Siri on her phone to find the definitions of unknown
words that she comes across in her daily life. We decided to further reinforce this practice by
having Elese add these words to her Notes app each week and then bring them to our tutoring
sessions. We then talk about the definition she found, put the definition in her own words, and
then write a sentence using the word in context. If the word follows a pattern that we have been
studying through Words Their Way, I ask her how she knows the word is pronounced a certain
way based off of its patterns.

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Following this brief activity, Elese and I would review the word sort from the previous
week. We exclusively worked with the syllable juncture stage during our time together. Elese
would re-sort the words from the previous week on her desk, and then I would have her glue the
word sort into her journal as additional reinforcement and a way to show that she had learned
and successfully retained that sort. As she glued the words in, she would read them aloud to me
to practice correct punctuation and further reinforce the word rules. Prior to MNPS school
closures, we made it through Sort 8 in the syllable juncture stage—plurals with -s and -es.
Typically, Elese would incorrectly categorize 3-5 words the first time we did a sort. In this
review at the beginning of our sessions the following week, she would typically only incorrectly
categorize one word. We would then review the word, talk through the rule around it, and
manipulate phonemes to create nonsense words with that word to further illustrate why it is
pronounced the way it is pronounced.

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Following the feature review from the previous week, Elese and I discuss the next feature
rules and complete 1-2 word sorts depending on the other activities that week. Based on the
initial syllable juncture assessment, I began with Sort 3—adding -ed to words with no change
and -e drop. We progressed through Sort 8, working on -e drop words, r-controlled words, and
plurals. The hypothetical lesson plans I’ve detailed later in this section finish the syllable
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juncture stage word sorts, assuming progress consistent with the past weeks.
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After word work, Elese and I would typically either work on a writing assignment from
class or spend time working on fluency in her independent reading book. When working through
her independent reading book, we focus on reading with fluency and prosody. We typically
spend about 10 minutes on this portion of our tutoring sessions, and Elese will read aloud. We
work together on how to read with expression, and I’ll often have her read a section, then I’ll
model it myself, then we’ll talk about how I read it, and then she’ll read it and continue reading.
If I notice fluency or prosody breaking down to the point that it is clear comprehension would be
difficult, we’ll stop again and repeat the aforementioned process.
Below, I’ve included synopses of the tutoring sessions that Elese and I engaged in prior
to schools shutting down. I’ve also included 4 hypothetical lesson plans that build off of work
done previously. Please see the following:
In-Person Sessions
Date Objective/Strategy Text(s) Material(s) Assessment(s)

1/23  Assess reading  QRI Narrative  MARSI  MARSI
strategy Assessment: 6th Assessment Assessment
use/knowledge Grade,  QRI Narrative  QRI Narrative
 Assess reading “Abraham Assessment: 6th Assessment:
level Lincoln” Grade, “Abraham 6th Grade,
 Assess Lincoln” “Abraham
phonemic  QRI Word Lists Lincoln”
awareness rd th th
(3 , 4 , 5 )  QRI Word
 Phonemic Lists (3rd, 4th,
Awareness 5th)
Assessment  Phonemic
Awareness
Assessment
1/30  Assess reading  QRI  QRI  QRI
level Informational Informational Informational
 Assess word Assessment: 6th Assessment: 6th Assessment:
stage Grade, Grade, “Building 6th Grade,
“Building Pyramids” “Building
Pyramids”  Syllable Juncture Pyramids”
Assessment  Syllable
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 Derivational Juncture
Constancy Assessment
Assessment  Derivational
Constancy
Assessment
2/6  Identifying  Racial equality  Kylene Beers’  Session notes
informational speeches from informational
text signposts in 9th Grade IFL text signposts
racial equality packet  Highlighters/pen
speeches s
 Analyzing  Texts
informational
text structure
and purpose
2/13  Words in the  QRI Passage:  Student’s phone  Session notes
Wild: reviewing Upper Middle notes  QRI results
newly learned School,  Words Their
words and “Immigration— Way word sort
writing original Part 1”  Student’s
sentences independent
 Syllable reading book
Juncture
Feature: adding
-ed to words
with no change
and e-drop;
adding -ing to
words with no
change, e-drop,
and double
 Assess: QRI
Upper Middle
School
Informational
Passage
2/20  Words in the  “I Have a  Student’s phone  Session notes
Wild: reviewing Dream” speech notes
newly learned (Martin Luther  Words Their
words and King, Jr.) Way word sort
writing original  Argumentative
sentences essay outline
 Syllable
Juncture
Feature: adding
-ed to words
with no change
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and e-drop;
adding -ed to r-
controlled
words with no
change, e-drop,
and double
 Argumentative
essay
organization
2/27  Words in the  “I Have a  Student’s phone  Syllable

Wild: reviewing Dream” speech notes juncture
newly learned (Martin Luther  Words Their assessment
words and King, Jr.) Way word sort  Session notes
writing original  Student’s
sentences argumentative
 Syllable essay rough draft
Juncture
Feature: plurals
with -s and -es
 Re-assess
syllable juncture
 Argumentative
essay revision
Hypothetical Plans
Teacher: Camille Cowart Date: Hypothetical #1

Student(s) in Small Group: Assessment Data Driving This Lesson:
Elese (Puzzle Child) Syllable juncture re-test
Unit of Study (if applicable): STANDARD(S):
Words Their Way (syllable juncture) 5.FL.VA.7a Determine or clarify the meaning
of unknown and multiple-meaning words and
phrases based on grade 5 reading and content,
choosing flexibly from a range of strategies.
5.FL.PWR.3 Know and apply grade-level

phonics and word analysis skills when
decoding isolated words and in connected
text.
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Main Objective of Lesson: Mentor Text/Book:
SW review Feature L words missed on Student’s independent reading book.

syllable juncture re-test and identify patterns
among these words.
Language Objective of Lesson:
SW manipulate phonemes in Feature L words

to explore syllable juncture rules.
KEY VOCABULARY: Materials Needed:
Syllable Word cards with missed words from syllable

Within the word juncture assessment.
Open
Closed Student’s notebook.
Letter tiles.
Student’s independent reading book.
FEATURES OF THIS LESSON. CHECK ALL THAT APPLY
PREPARATION SCAFFOLDING GROUP OPTIONS

Adaptation of Content x Modelling x Solo Work
x Links to FUNDS x Guided Practice Small Group
x Connects to Prior x Independent Practice Partner Work
Learning
x Strategies Taught and x Comprehensible Input
Incorporated in (learner may not
Learning understand all words,
but understands
message)
INTEGRATION OF APPLICATION ASSESSMENT

PROCESS
x Reading x Hands-On x Individual
x Writing x Meaningful Small Group
x Speaking x Linked to x Written
Objective(s)
Listening x Promotes x Oral
Engagement
x Technology Project
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Hook: How will you capture the attention of the students and share what you will be
learning/doing that day?
My student comes in excited to learn, and she likes just hearing what we’re going to do during
our hour that day and why we’re doing it. So, I would plan to share that she did better on the
word test this time and that it’s clear she’s really learning. I would then explain that there are
some patterns she’s really close to learning and that we will focus on those for the day. First,
though, we’ll do “Words in the Wild”—an activity we came up with together. Elese takes
notes in her phone during the week when she comes across a word she doesn’t know and
writes it down. When we come together, she tells me the words and we work through each one
to talk about why it’s pronounced the way it is, come up with a definition on our own, and
write a sentence with the word in it.
TIME: How much time will you spend on the hook? 5-7 minutes.
Meat: How will you sequence the learning so that the students are properly scaffolded for and
challenged? What will you do to accomplish the objective? How will this lesson fit in with the
other lessons you plan?
1. Words in the Wild
2. Review syllable juncture re-assessment results—focus on Feature L words.
3. Isolate missed words and model the correct pronunciation. Ask Elese why she thinks
they are pronounced that way based on rules we’ve discussed previously.
4. Use letter tiles to spell out the missed words and words with the same Feature L
patterns. Review pronunciation.
5. Use letter tiles to manipulate phonemes and create nonsense words from words from
step 4. Discuss pronunciation of nonsense words.
6. Independent reading time—focus on fluency. Take running record.
This lesson fits in with the other lessons I will plan and have executed because it directly
responds to data from our last in-person tutoring session on 2/27. It utilizes word study
methods previously utilized but builds upon those by using letter tiles for more explicit
instruction rather than discussion of how to manipulate. This adjustment is in response to the
results from the syllable juncture re-assessment. I will continue this model with other features
in coming weeks.
The built-in independent reading time—since using decodable or leveled texts is not realistic
for a 9th grader who is in my H English class, we spend about 10 minutes/session focusing on
independent reading. Even though Elese does not like reading aloud, she has told me she
wants to get better at it so she feels more confident during class. We talk about words as we
come across them; some have the feature we are focusing on during tutoring, and some don’t.
TIME: How much time will you spend on the meat? 45 minutes
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Reflection/Next Steps: How will you close this lesson and/or give the students something to
think about until the next lesson?
We’ll close the lesson by talking about finding words this week to review next week (Words in
the Wild). I’ll also have her try to find at least 3 words that fit the pattern we talked about
today so that we can review them next week.
TIME: How much time will you spend on the reflection/next steps? 5-7 minutes

Elese
Running record from Hypothetical #1
Syllable juncture needs

Words Their Way
5.FL.VA.7a Determine or clarify the meaning

text.
5.FL.F.5 Read with sufficient accuracy and

fluency to support comprehension.
SW review feature L words and organize Student’s independent reading book.

them into open and closed categories. (VCV
and VCCV).
SW strategize how to read with prosody.
SW recognize patterns in Feature L words and

organize them into categories.

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Open and closed Feature L word sort

Fluency Student journal
Prosody Independent reading book

Learning
but understands
message)

PROCESS
Objective(s)
x Listening x Promotes x Oral
Engagement
our hour that day and why we’re doing it. First, though, we’ll do “Words in the Wild”—an
activity we came up with together. Elese takes notes in her phone during the week when she
comes across a word she doesn’t know and writes it down. When we come together, she tells
me the words and we work through each one to talk about why it’s pronounced the way it is,
come up with a definition on our own, and write a sentence with the word in it. We will be
looking specifically at words she looked for based on what patterns she studied last week.
TIME: How much time will you spend on the hook? 5 minutes
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2. Review words from last week (from syllable juncture re-assessment). Use letter tiles to
spell them. Reinforce by writing words in journal.
3. Word sort—open and closed syllables from Words Their Way. (Sorts 11 and 12)
4. Independent reading—go back to section from previous week and review trouble
words from running record data. Model reading this passage, pausing to ask why Elese
thinks I am reading something in a certain way. Have her read this passage aloud 2
times for reinforcement and to play around with how to read things and put emphasis
on them—discuss how this impacts meaning.
Discuss importance of reading with prosody. Ask Elese to read her book aloud to either herself
or to a parent/sibling in the next week 2 times. We’ll close the lesson by talking about finding
words this week to review next week (Words in the Wild). I’ll also have her try to find at least
3 words that fit the pattern we talked about today so that we can review them next week.
TIME: How much time will you spend on the reflection/next steps? 5 minutes

Elese
Syllable juncture re-assessment
Running record and anecdotal data
Words Their Way Feature L

5.FL.VA.7a Determine or clarify the meaning

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text.

fluency to support comprehension
SW review feature L words (VCV, VCCV, QRI passages—“Abraham Lincoln” and

and VV) and organize them into open and “Building Pyramids”
closed categories.
SW read aloud QRI 6th grade narrative and

informational passages.
SW review syllable juncture words (VCV,

VCCV, and VV) and organize them into open
and closed categories.
Open and closed Student’s phone and journal

Word sorts (13 and 14)
QRI passages
Recorder

Learning
but understands
message)

PROCESS
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x Speaking x Linked to Written
Objective(s)
Listening x Promotes x Oral
Engagement
Additionally, explain why we are reading the same passage again. Note and reinforce that she
has been working hard on reading fluently and with expression, so I want us to see how far she
has come!
TIME: How much time will you spend on the hook? 5-7 minutes
2. Review sort from last week (11 and 12); resort and glue into journal.
3. Introduce new sort and rules (VV added from last week). Complete word sort.
4. QRI—narrative and informational (6th grade); read through and answer questions
without lookback to maintain consistent with initial test.
Teacher: Camille Cowart Date:

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Elese QRI results; syllable juncture re-assessment
Words Their Way

QRI 5.FL.VA.7a Determine or clarify the meaning

text.

fluency to support comprehension
SW develop strategies for decoding and QRI passages

encoding unknown words in context.
SW categorize VCV (long or short) and

VCCV (doublet or different).
Long and short Student journal and phone

Open and closed Words Their Way sort 15
QRI passages

Learning
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but understands
message)

PROCESS
Objective(s)
x Listening x Promotes x Oral
Engagement
Explain and share how she did on QRI last week and explain how we will review it today and
how that connects to strategies discussed in prior weeks.
TIME: How much time will you spend on the hook? 5-7 minutes
2. Review sorts 13 and 14 from prior week—re-sort and then paste into journal.
3. Introduce sort 15 and rules associated. Complete word sort.
4. Review results from QRI. Specifically, look at words that had meaning change
miscues. Review content of each passage. Model with one sentence how to approach
unknown word (discuss self-checks for comprehension and making sure the word fits
with the meaning). Guided practice with another sentence. Independent practice.
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Ask student to intentionally use strategies modeled in this lesson when coming across
unknown words. Ask student to take note of at least two times she does this in the coming
week in any content area or in magazines, social media, etc.
Response to Instruction
After 4 weeks of tutoring, Elese has demonstrated some growth in understanding syllable
juncture features and in reading with prosody. There is certainly more work to be done with
informational text comprehension and use of signposts. There were other skills and areas of
knowledge that I wanted to reassess. Due to early school closures, however, I was not able to
retest her on the QRI passages to determine any changes on word rate or comprehension, nor was
I able to respond to the syllable juncture reassessment. Furthermore, I was not able to re-test on
the QRI word lists either to gather more data on any reading level changes. Therefore, there is
not an abundance of data to chart. However, I will describe the progress I have noticed and detail
what additional assessments I would have done in order to track response to instruction.
After 4 weeks of tutoring and 3 sessions with devoted time to word study, Elese showed
some progress on attaining syllable juncture feature knowledge. At the beginning of our work
together in January, Elese spelled 12 of 25 words correctly with the areas of greatest need being
Features L and N (other syllable juncture doubling and R-controlled words). When administering
this test at the beginning of our work, Elese had a bit of a stamina issue and got very tired after
working through the first 17 words. After 4 weeks of tutoring, Elese spelled 15 of 25 words
correctly and increased her accuracy in the N feature from 1/5 to 4/5. Anecdotally, Elese’s
stamina also increased and the test took less time than before.
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Elese’s prosody has increased as evidenced by our time doing independent reading and
working with texts from class. While this is not connected to a particular assessment, Elese and I
worked in her independent reading book twice during the tutoring sessions with her reading a
small section aloud, me modeling the same section, and then her going again. Even though we
only did this twice, Elese responded well to one-on-one attention to the way she was reading
aloud. While she still struggled to read aloud and would stumble on words still, her confidence
increased. I was able to note this during our English class together.
While I did not have the time to reassess the 6th grade QRI, I did administer the Upper
Middle School QRI before our unexpected closures. I administered this to determine if Elese’s
instructional level spanned from 6th to Upper Middle School. This was also a way for me to
determine how to better teach informational signposts in tests as I administered one of the
informational text passages. Additionally, this provided information about her fluency and rate
at different difficulty levels. Since I worked with Elese on informational text signposts through
our work on her argumentative essay, I wanted a more quantitative measure to determine how to
further reinforce this element of our work. Due in part to the difference in reading level between
data collected from the initial QRI and the Upper Middle School one, Elese showed lower
comprehension levels on the recently administered Upper Middle School passage and also had a
lower WCPM. She scored in the frustration level for comprehension without look-backs,
answering 3 explicit questions correctly and 2 implicit questions correctly. This is a lower
comprehension rate than what was measured through our initial testing. The miscues that Elese
made during the reading of this passage indicate that she was not consistent in monitoring for
comprehension as she read. Elese has further strengthened her practice of self-monitoring in that
she will recognize if she pronounces a word blatantly wrong—she’ll say “wait, that’s not right”
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and try to pronounce it different ways. However, her main mistakes come from substituting
words with those with like spellings or substituting in a different form of the word. Often, this
leads to a lack of comprehension as demonstrated in this assessment. Additionally, it is clear
through her retelling that she is missing key structural components of informational texts, which
also impacts comprehension. Moving forward, I would need to explicitly teach signposting with
texts we are not studying in class so she can work with texts she has not grappled with in class
discussion and further reinforce self-monitoring skills and fix-up strategies at the word level.
I have included a chart of progress below. Again, I did not engage in as much assessment
as I would have liked since I only had 4 sessions with her before schools closed:
Assessment Beginning of Tutoring Middle of Tutoring Notes

QRI Reading (From QRI 6th Grade): (From QRI Upper I administered the 6th Grade QRI passage
Comprehension  Number Middle School): at the beginning of tutoring and decided
Informational Correct  Number to administer the Upper Middle School
Explicit: 4 Correct passage a few weeks into our work
 Number Explicit: 3 together to see if comprehension was
Correct  Number comparable across grade levels. This was
Implicit: 4 Correct not intended to be a direct progress
 Total: 8 Implicit: 2 monitoring measure, but rather another
 Independent  Total: 5 data point to adjust informational text
Level  Frustration reading strategies. However, since we
Level ended tutoring earlier than anticipated
with school closures, this is the most
relevant data point I have.
Syllable Juncture  12/25 correct  15/25 correct Through only 3 weeks of word study,
Feature (48%) (60%) Elese increased her performance on the
Assessment  Feature L: 1/5  Feature L: syllable juncture assessment by 12%, and
 Feature N: 1/5 1/5 I would imagine this would increase
 Feature N: further with more intervention. Her
4/5 performance on Feature N increased
while Feature L stayed the same. Details
for intervention on this are included in
the hypothetical plans.
QRI Running (From QRI 6th Grade): (From QRI Upper I administered the 6th Grade QRI passage
Record  Total Miscues: Middle School): at the beginning of tutoring and decided
23  Total to administer the Upper Middle School
 Meaning Miscues: 24 passage a few weeks into our work
Change  Meaning together to see if fluency was
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Miscues: 9 Change comparable across grade levels. This was
 Total Miscues: 10 not intended to be a direct progress
Accuracy: total monitoring measure, but rather another
Instructional  Total data point to adjust instructional methods
 Total Accuracy: for fluency and prosody. While the
Acceptability: Instructional miscue rate was comparable across
Instructional  Total levels, Elese’s rate and WCPM
 Rate: 149 Acceptability decreased by an average of 60 for rate
WPM : Independent and 53 for WCPM, indicating that this
 WCPM: 137  Rate: 89 was a more difficult text for her to
WCPM WPM decode. These results do show that she
 WCPM: 84 spent more time reading for accuracy,
WCPM though, since the miscue rate was
comparable.
Challenges
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One of the challenges I faced during this tutoring process is bring word work into the
high school realm. Outside of summer tutoring, I have not implemented word-level instruction
before, and my student has not worked at the word level for several years. Elese was interested in
learning the reasons why words were pronounced in certain ways, and she learned a great deal in
applying these rules and engaging in this word study. That said, since she is in high school, we
were not reading texts aligned to the word feature, so it was not reinforced in multiple ways
throughout our lessons in a consistent manner. I tried to reinforce it when we came across words
in her independent reading and when I asked her to bring in words she found on her own, but I
did not implement a consistent follow-up using a strategized, leveled text.
An additional challenge that I faced was balancing our goals during tutoring with
assignments she needed assistance with from my English class. As noted in the tutoring session
synopses, one week was spent working on analyzing and comprehending informational texts
from English class. While this was aligned with a goal of teaching informational text signposts, I
did not follow up on this lesson intentionally because I recognized a need to focus on word
features. While the informational text work was certainly helpful and aligned to grade-level
standards, I wanted to intentionally continue instruction in this area in a unit of instruction, but it
became clear that word work would take longer than anticipated and needed to take precedence.
Ultimately, I determined that some of the informational text strategies I wanted to teach Elese
one-on-one could be implemented intentionally during work in our English class; word work
could not, so that became the main focus.
Finally, I would want to modify the way we spent time on independent reading when we
did that during our sessions. While I was able to work some on informational text work during
class with Elese, I did not implement specific comprehension strategies for narrative texts. Our
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independent reading time was mainly focused on fluency and prosody with a few discussions
about the content of the reading after we finished it; moving forward (past the 4 hypothetical
plans included in this assignment), I would want to change how time is spent on independent
reading and move from a focus on fluency on prosody to including self-monitoring strategies for
comprehension. This would include teaching Kylene Beers’ signposts for narrative texts and
modeling through think-alouds.
Successes
The primary success of our time together has been Elese’s excitement and willingness to
work. I was nervous beginning this process that she would not want to engage in word work that
seemed too “young” for her. However, I quickly realized that as long as she understood the
reason why we were doing something, she was happy to do it. She was excited to understand the
rules behind why words were pronounced in a certain way, and it was great to see her utilize
those rules when she was reading something in small groups during English class and
individually during our tutoring sessions. While I will most likely not be able to meet with Elese
in person again, an activity that could be beneficial for her would be to go back through the word
sorts that she has glued into her journal and have her write a “rulebook” of sorts since she enjoys
knowing the “why” of word rules. Since the word work has been beneficial, I would continue the
word sorts as we have been doing them with phoneme manipulation to further reinforce the
“why.”
An additional success with Elese has been an increase in her confidence in her writing.
This has come as a result of her increased knowledge of words and word rules. She has stated
multiple times that she feels more confident using a larger variety of words in her writing now
that she knows how to spell them and what they should sound like. Prior to our work together,
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she did not include as much variety in her vocabulary because she did not want her writing to
“sound weird” because she did not know what the words actually sounded like and did not want
to use language that she did not understand herself. A suggestion to keep building this skill
would be to continue the “Words in the Wild” practice that we implemented. I would add more
challenge to this by having Elese write sentences using the words she finds prior to the tutoring
sessions so that the sentences can be workshopped for syntactic variety to further hone her
writing skills.
Conclusion
While much of our work together was cut short, I was able to further increase my
knowledge of incorporating word work at the high school level. Additionally, Elese grew in her
confidence that there are tools she can use when reading in any content area to help her better
access the text. Ultimately, it would be beneficial to add in more running records with Elese’s
independent reading work in order to more accurately assess how she is performing with reading
materials she is consuming on a more frequent basis. This process has reinforced my belief that
if instruction is student-driven, it will be more successful. While much of the data I shared seems
truncated and somewhat disconnected, I believe that had the semester panned out as anticipated
and had I been able to implement strategies discussed here, Elese would have shown growth due
to her buy-in level and ability to choose the text we focus on.

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1

Dr. Justine Bruyère

Cowart Puzzle Child Part II: Impact

Improve student’s use of reading strategies for narrative texts.

way based off of its patterns.

pronounced the way it is pronounced.

difficult, we’ll stop again and repeat the aforementioned process.

done previously. Please see the following:

Date Objective/Strategy Text(s) Material(s) Assessment(s)

2/27  Words in the  “I Have a  Student’s phone  Syllable

Teacher: Camille Cowart Date: Hypothetical #1

Unit of Study (if applicable): STANDARD(S):

5.FL.PWR.3 Know and apply grade-level

SW review Feature L words missed on Student’s independent reading book.

Language Objective of Lesson:

SW manipulate phonemes in Feature L words

KEY VOCABULARY: Materials Needed:

Syllable Word cards with missed words from syllable

Student’s independent reading book.

FEATURES OF THIS LESSON. CHECK ALL THAT APPLY

PREPARATION SCAFFOLDING GROUP OPTIONS

INTEGRATION OF APPLICATION ASSESSMENT

Teacher: Camille Cowart Date: Hypothetical #2

Unit of Study (if applicable): STANDARD(S):

5.FL.PWR.3 Know and apply grade-level

5.FL.F.5 Read with sufficient accuracy and

Main Objective of Lesson: Mentor Text/Book:

SW review feature L words and organize Student’s independent reading book.

SW strategize how to read with prosody.

Language Objective of Lesson:

SW recognize patterns in Feature L words and

KEY VOCABULARY: Materials Needed:

Open and closed Feature L word sort

FEATURES OF THIS LESSON. CHECK ALL THAT APPLY

PREPARATION SCAFFOLDING GROUP OPTIONS

INTEGRATION OF APPLICATION ASSESSMENT

Teacher: Camille Cowart Date: Hypothetical #3

Unit of Study (if applicable): STANDARD(S):

Words Their Way Feature L

5.FL.PWR.3 Know and apply grade-level

5.FL.F.5 Read with sufficient accuracy and

Main Objective of Lesson: Mentor Text/Book:

SW review feature L words (VCV, VCCV, QRI passages—“Abraham Lincoln” and

SW read aloud QRI 6th grade narrative and

Language Objective of Lesson:

SW review syllable juncture words (VCV,

KEY VOCABULARY: Materials Needed:

Open and closed Student’s phone and journal

FEATURES OF THIS LESSON. CHECK ALL THAT APPLY

PREPARATION SCAFFOLDING GROUP OPTIONS

INTEGRATION OF APPLICATION ASSESSMENT

Teacher: Camille Cowart Date:

Unit of Study (if applicable): STANDARD(S):

Words Their Way

5.FL.PWR.3 Know and apply grade-level

5.FL.F.5 Read with sufficient accuracy and

Main Objective of Lesson: Mentor Text/Book:

SW develop strategies for decoding and QRI passages

Language Objective of Lesson:

SW categorize VCV (long or short) and

KEY VOCABULARY: Materials Needed:

Long and short Student journal and phone

FEATURES OF THIS LESSON. CHECK ALL THAT APPLY