5th Grade Word Analysis

The baseline data was established using the Fountas & Pinnell Benchmark Assessment System (BAS). This test assesses reading comprehension through the process of students reading a text at the appropriate instructional reading level and answering comprehension questions. This assessment tool measures students' ability for accuracy, self correction, fluency, comprehension, and writing. An overall level score is given through a letter identification, A-Z. For the baseline data purpose the letters A-Z were numbered off 1-26 to give the students' scores an adequate numerical score. The assessment determines whether students exceed expectations, meet expectations, approaches expectations, or does not meet expectation. A third-grade student at the

Next, I observed the standards, differentiated instruction, and the phonemic and phonics lessons in the class. The essential questions and standards are listed in the front of the classroom but are never referred to. I think that differentiation is a big part of this class, especially because of the number of students with individualized education plans. During lessons, the entire class will meet around the rug for instructions and introductions. After the class is given instructions, most students will work independently and there will be one or two groups that work with Ms. Dunlap or her teacher’s aide for guided practice. The majority of the lessons include hands-on activities, such as cutting examples of noun and verbs out of a magazine, using blocks to measure student’s heights, and songs that emphasize parts of speech. While I observed I also saw some phonemic awareness lessons. These are lessons that focus on individual sounds of letters and the structure of the words and letters. I think that this class had a wide variety of reading levels. Some students did very well, but others could not write their names yet. The class met on the rug for phonemic lessons, and Ms. Dunlap would use a book that had tons of activities. The book includes different activities that make students find the sounds in words, substitute sounds to make new words, blend sounds to form words, and to take apart words to find the sounds. Ms. Dunlap

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

233). Reading and reading comprehension is a basic skill that scholars will be able to use all along their lives and it all start here by encoding, decoding, adding and deleting sounds. This research will make use of CVC as a beginning set of letters that five year olds start manipulating nth verbally and in writing.

▪ Phonics: This is one of the students’ greatest strengths. He is able to say the sounds of words correctly. He is at the same level as an average

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

The Fry Sight-Word Inventory is an informal, criterion-referenced screener which measures high-frequency word achievement. Fry 's Instant Words have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty-five words make up approximately a third of all items published, one-hundred words comprise almost half of all of the words found in publications, and three-hundred words make up approximately sixty-five percent of all written material. The first three-hundred words on Fry’s list should be mastered by the end of corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even further into twenty-five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring high-frequency word mastery is to increase fluency on high-frequency words in order to further automaticity within our students’ reading, which ultimately impacts overall comprehension.

“Words Their Way is a developmental spelling, phonics, and vocabulary program. It was developed by Invernizzi, Johnston, Bear, and Templeton. Words Their Way is intended to be a part of a balanced literacy plan that includes fluency, comprehension and writing. Word study is implemented as a small component of the literacy plan but it is also interwoven in actual reading and writing texts.” Through my participation of such classes and by experiences that I have encountered with literacy and assessments, I feel that I have mastered standards 3.1, 3.2, 3.3, and 3.4. I can successfully use data from assessment tools to guide the instruction needed within my classroom or on an individual basis. As a classroom teacher, I work closely with the

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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

For weeks 1-3, George was given 18 third-grade spelling words. His average score for weeks 1 to 3 was a 70%. At this time, George’s teacher altered his the instructional design and lowered the number of spelling words per week.

Juan was able to read all the words in the preprimer list with ease. He demonstrated his ability to read all the words with fluency, up until the fourth grade words were given, is when he began to have a few miss-read words. But besides having some trouble he was still able to get fifteen words correct from the list that he was given to read. The words in which he seems to have difficulty with, were the ones that consisted of words that that had letters that did not make sounds, for example, stampede. There were three passages that I administered to Juan in which I believe would accurately determine his level of reading. These were W, X, and Y. Since he is in 5 grade I believed that giving a passage that was a grade lower, one that would fall

Nolan’s developmental level is fluent, his instructional word identification level is upper Middle School. His instructional reading level is 5th grade. Nolan’s spelling level is at late syllables and affixes/ Early derivational relations. Nolan shows that his word identification is a strength, this was shown in the examiner word lists. A few other strengths that Nolan has demonstrated are, his motivation, his speed/ fluency, prior knowledge and the fact that he genuinely enjoys reading. Nolan expressed his motivation to read in his content items as well as in his attitude survey, which concluded that Nolan enjoys reading print recreationally and digital for academic purposes. Nolan’s speed/ fluency was seen in DIBELS

Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was

To start the administration procedure, present the graded word lists to the student. Ask the student to orally state and pronounce words at his or her own’s pace. Start with the graded word list a grade level below their current grade. For instance, if

Of the ten cards, the students were unable to pronounce seven of the one and two syllable words, such as jumped, nodded, and pulled. After giving phonetic cues, sometimes of every sound within a word, the students were more able to sort the words according to sound, albeit with assistance and scaffolding. The last portion of the word sort was to pronounce the sounds and the words that fit within the groups.