Student Week 3 Notes

DD M: ​DD was able to repeat all of the words without any errors. DD was able to
independently explain his thinking when asked if a word included a short or long
vowel.

Tu:​ The Tap-Switch-Tap cards were less challenging this week for DD. DD could
explain his thinking when asked what letter sound was switched when they
switched from the first picture to the second picture. Out of the 30 words reviewed
today, the student correctly pronounced 22.

W:​ DD had trouble creating the word “fit” when shifting from the word “feet”. The
teacher needed to remind DD that EE makes an E sound. Out of the 30 words
reviewed today, the student correctly pronounced 23.

Th: ​DD could explain his thinking when asked what letter sound was switched
when they switched from the first picture to the second picture. Out of the 30 words
reviewed today, the student correctly pronounced 27. He was successful when
switching from the word “bag” to “rag” and “mad” to “dad”

F: ​DD was able to shift from one word to another without support. He correctly
created the following words: teeth, week, and knee. Out of the 30 words reviewed
today, the student correctly pronounced 26.

LJ M: ​LJ could not pronounce the words “been”, “team” and other vowel team words.
LJ could not explain her thinking when asked if a word included a short or long
vowel. Out of the 30 words reviewed today, the student correctly repeated 20.

Tu: ​LJ was not able to tap out the sounds for words such as, dip, zip, pig, and wig.
LJ was able to explain her thinking when asked what letter sound was switched
during the Tap-Switch-Tap activity with some prompting. Out of the 30 words
reviewed today, the student correctly pronounced 15.

W:​ LJ had trouble creating the word “fit” when shifting from the word “feet”. The
teacher needed to remind DD that EE makes an E sound. Out of the 30 words
reviewed today, the student correctly pronounced 15.

Th: ​LJ had trouble with the words: “bag” to “rag” and “mad” to “dad”. With some
teacher support, LJ was able to explain her thinking when asked what letter sound
was switched during the Tap-Switch-Tap activity. Out of the 30 words reviewed
today, the student correctly pronounced 19.

F: ​LJ had trouble creating the words when given letter tiles. She could not create
the words teeth, week, and knee independently. Out of the 30 words reviewed
today, the student correctly pronounced 20.

JM M: ​JM was able to repeat all of the words without any errors. JM was able to
independently explain his thinking when asked if a word included a short or long
vowel.
 Tu: ​JM could explain his thinking when asked what letter sound was switched
when they switched from the first picture to the second picture. Out of the 30 words
reviewed today, the student correctly pronounced 25.

W:​ JM was easily able to create the word “fit” when shifting from the word “feet”.
JM could identify that these words rhymed. This shows that he is able to recognize
how to pronounce vowel teams such as words with EE and EA. Out of the 30
words reviewed today, the student correctly pronounced 27.

Th: ​JM was able to explain his thinking when asked what letter sound was
switched during the Tap-Switch-Tap activity. Out of the 30 words reviewed today,
the student correctly pronounced 29.

F: ​JM was able to shift from one word to another without support. He correctly
created the following words: teeth, week, and knee. Out of the 30 words reviewed
today, the student correctly pronounced 29.

AR M: ​AR was able to repeat all of the words without any errors. AR was able to
independently explain his thinking when asked if a word included a short or long
vowel.

Tu: ​AR could explain his thinking when asked what letter sound was switched
when they switched from the first picture to the second picture. Out of the 30 words
reviewed today, the student correctly pronounced 29.

W:​ AR was able to understand the pattern that occurs when adding an E on the
end and how it changes the vowel’s sound. He knew in order to change a word
from a short vowel to a long vowel you can add an E to the end. Out of the 30
words reviewed today, the student correctly pronounced 28.

Th: ​AR was able to explain his thinking when asked what letter sound was
switched during the Tap-Switch-Tap activity. He pronounced all of the words
reviewed today correctly.

F: ​AR was able to shift from one word to another without support. He pronounced
all of the words reviewed today correctly.

MS M: ​MS could not pronounce the words “been”, “team” and other vowel team words.
With some support, MS was able to explain her thinking when asked if a word
included a short or long vowel. Out of the 30 words reviewed today, she correctly
repeated 20.

Tu: ​MS was not able to tap out the sounds for words such as, dip, zip, pig, and
wig. With some support, MS explained her thinking when asked what letter sound
was switched when they switched from the first picture to the second picture. Out
of the 30 words reviewed today, the student correctly pronounced 20. This is a
major improvement from last week. It seems like some of the strategies are sinking
in and MS is more successful with using these strategies independently.
 W:​ MS had trouble creating the word “fit” when shifting from the word “feet”. The
teacher needed to remind DD that EE makes an E sound. Out of the 30 words
reviewed today, the student correctly pronounced 20. MS is much more consistent
this week with recognizing patterns.

Th: ​MS had trouble with the words: “bag” to “rag” and “mad” to “dad”. MS was able
to explain her thinking when asked what letter sound was switched during the
Tap-Switch-Tap activity. Out of the 30 words reviewed today, the student correctly
pronounced 21.

F: ​MS could not create the words teeth, week, and knee independently. This
shows that she is still encountering issues with vowel team words. Out of the 30
words reviewed today, the student correctly pronounced 21. Instead of making
guessing, MS is actually using strategies when she comes to unfamiliar words.

Weekly Check-In: This week marks the end of the intervention. I am happy with the results.
Every student made progress towards the objective and became more independent in their
ability to pronounce short and long vowel words correctly. Some students made more progress
than others. AR and JM excelled in this intervention and have demonstrated mastery of the
intervention’s objective. A few students still could benefit from continued teacher support with
this skill. DD, LJ, and MS had difficulty at the beginning of the week pronouncing words that
included vowel teams such as EE or EA. With some practice, they became stronger with vowel
team words but they still have room to grow. At the end of this intervention, a Short and Long
Vowel Assessment was delivered to the 5 sentences in this intervention group. It was a goal for
students to identify short and long vowel sounds by pronouncing given words appropriately with
at least 93% accuracy. Based on the data collected from the assessment, all but one student
achieved this goal.