Reading accuracy (out of 346 words) Reading acceptability 38 errors 19 errors 89% Frustration Level 95% Instructional Level Comprehension Retelling (out of 52) Questions (out of 8) 9 units recalled 3 of 8 correct 17% Frustration Level 38% Frustration Level Z-Test (out of 36) -CVC words OK -Trouble with blends, long vowels 24 errors 33% Informal Phonics Inventory (IPI) Consonant sounds (out of 20) Consonant digraphs (out of 5) Beginning consonant blends (out of 20) consonant blends (out of 12) Short vowels in CVC words (out of 10) Silent e (out of 4) Long vowel digraphs (out of 10) Diphthongs (out of 6) R-controlled/r (out of 6) 18 correct 1 correct 4 correct (bl, cl, gl, pl) 5 correct (bank, band, bang, lift, list) 7 correct 0 correct 3 correct (heat, weed, fee) 2 correct (joy, oil) 1 correct (sir) Mastery Systematic Instruction Systematic Instruction Systematic Instruction Review Systematic Instruction Systematic Instruction Systematic Instruction Systematic Instruction Fry Sight Word Inventory (out of 100) 72 correct 72% -Attend to missed words. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) - Winter 28 WCPM At Risk Peabody Picture Vocabulary Test (PPVT) 63rd percentile Extremely low vocabulary to comprehend test. Charlie's Profile on assessments, Charlie struggles with word identification (decoding), meaning (comprehension), and fluency. Charlie knows letter names, the sounds that the letters represent, and the different sounds that make up a word. Therefore, phonemic awareness is not an issue. However, Charlie struggles to efficiently use letter and sound patterns and has difficulty decoding unfamiliar words. Because of his ineffectiveness in decoding, Charlie does not fluently read text and, as a result, does not attend to the meaning of what he has read (comprehension). Charlie needs systematic instruction for word identification (letter-sound patterns and decoding strategies), with the exception of consonant sounds and short vowel sounds in CVC words. However, since he is proficient in these two areas, it may be an effective place to begin
During regularly scheduled class reading instruction, Charlie will receive either or small group, pull-out instruction based on his reading assessment needs. Daily, during the forty minutes of instruction time Charlie will: Review-10 min. Word Study-10 min. Fluency 10-min. Comprehension-10 min -Review reading homework -Reread reading passage or text from last session (assessing for fluency). -Review word bank words identified in prior days reading. -Review word study words from previous day. -Words Their work includes Sound Sorts (picture, word sorts, and blind sorts), Pattern Sorts (word sorts), Meaning Sorts (concept sorts, spelling meaning sorts), and Writing Sorts. Other work will include building word banks and word hunts. -Word study work will begin with consonant sounds. Although Charlie is at the mastery level for this skill, it is important for students to begin their word work with what they know and are familiar with. We will read aloud (together or individually) the daily reading and other easy to read, fun text. Reading will incorporate word study and high frequency words. Charlie will also be exposed to fluent readings either by me, other students, or books on tape. We will apply comprehension strategies to either narrative or expository text. Strategies will include: prereading, active reading, and post reading. We will also incorporate oral and written summaries, questioning, and reflections into our activities. Charlie will follow this schedule his reading ability is assessed at the second grade level. Again, it important that the structure of word study, fluency, and comprehension lessons are maintained on a regular basis. "Student progress or lack of it is often a function of the class structure as opposed to the class activities. That is, conflicting, variable, and unpredictable class