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Final Project

Teacher: Ali Course/Subject: English Reading Grade: 3

Type of Classroom: Group School: Alamjad

Classroom Location: Middle of School Length of Class: 45 Minutes Number of Students in Class: 13

Interviewer’s Name/Role: Hatm

Section One: Contextual Information

Summary of Student Information

Melissa Hubert is a 9 year old, 3rd grade student served in a self-contained special education classroom with 12 peers with moderate to severe oral reading fluency difficulties.

There are numerous observed behaviors of Melissa while in classroom. She for instance experiences difficulties when reading orally in class. She also experiences difficulty when learning the connection between letters and sounds of words. This is also evident when she confuses small words, such as at and to. She cannot distinguish between reversal letters like “d” and “b”. Moreover, she makes word reversals, such as “tip” for “pit”. There is no denying that this has made her to frequently add or forget words in class when reading in class. She is also slow in memorizing alphabets which are critical to words. Further, it has been observed that she has difficulty in pronouncing rhyming words or even words that begin with the same sound.

Owing to these observable behaviours, Melissa dreads verbal instructions more so when asked to read in front of her peers. She has been observed to have trouble following oral instructions given by her teacher. Since she struggles to read, she normally avoids reading aloud. She also fidgets a lot, an observable behaviour owing to difficulty in keeping in the same place of seat when reading. She appears restless or easily distracted thus compounding her difficulties in oral reading fluency in comprehensions or texts in the classroom.

Educational and Environmental Analysis

Classroom Environment:

Classroom Management:

The classroom rules are pinned on a chart in the left side of the front wall. Some of the basic rules stipulate that students raise their hands when seeking to answer or get clarification, use appropriate language, ask permission to get out of their desk during the class. When a student misbehaves, s/he is send to a section at the back of the classroom where students who misbehave are referred to for 5 minutes. Separating the students helps torn down chaos in the classroom. If a student persists in misbehavior, s/he is referred to another class with a co-teacher.

Instructional Delivery:

Instruction in Melissa’s class is done either individually or as a whole group. Individual instructions are for students in the individualized education program (IEP). Students are expected to seat 2 minutes prior to the beginning of the lesson which takes 45 minutes. Raising hand to seek clarification or answer is allowed for the students. At the teachers discretion, students are allowed time to converse about a given topic, or concept for no more than 5 minutes.

Course Requirements:

Students are required to participate in coursework fully to understand concepts, and gain knowledge that is testable in the form of continuous assessment tests. Students are required to attend over 90% of the classes to be legible for assessments. All students must actively participate in class forums, or discussions. They must be equipped with the necessary class materials that the teacher may also provide. Oral reading is a skill that is most cultivated as most of the students have oral reading difficulties.

Class Assignments:

Class assignments include continuous assessment tests (CATs) that can either be oral or written taken on weekly basis, or take home assignments that must be completed by the start of the next lesson.

Instructional Materials:

The teacher supplies all the required instructional materials such as novels and novellas, chapter books, and reading and writing textbooks. There are also supplemental materials and modifications to materials in order to differentiate instruction for the students in IEPs.

Grading System:

The grading scale is 92-100: A, 83-91: B, 74-82: C, 65-73: D, and 0-64: F. Grades are warded based on a student’s ability to express accurately learned concepts or read fluently in case of reading texts. As noted earlier, tests include continuous assessment tests (CATs) that are oral in nature taken on a daily basis to improve the students’ reading skill. Students must show improvement in each test to warrant their progression to the next text. Supplementary tests are optional in this class.

Teacher Behaviors:

The teacher walks around the class to ensure all students are at par. The teacher uses guided instruction which is demonstrated on the whiteboard/projector. The teacher has the freedom chose for the students the activities they will engage in during the lesson including; word reading, text reading or short story reading. At times the teacher allows the students to volunteer to read to gauge their confidence in oral reading.

Section Two: Baseline Data

Assessments Administered

DIBELS Test

Name: Melissa Hubert_______________________________________________________

Student’s Grade: 3 ______________________ School Year: 2018________________

Teacher:Ali _______________________________________________________

School: Alamjad________________________________________________________

2 DIBELS® Oral Reading Fluency

Grade 3/Benchmark 2.1

Total words: 129_________

Errors (include skipped words): – 24_________

Words correct: = 105_________

Assessment Test 1

Melissa I would like you to read out loud for me the following short story. I will use my stopwatch to tell me when I want you to stop reading. Please do your best reading without errors. This story is called Horseback Treasure Hunt. Begin here. Ready? (Pointing to the first word of the story). I will start the stopwatch when you read the first word, and stop at the lapse or end of 60 seconds.

Horseback Treasure Hunt

0 It was Denny’s birthday, and his three best friends were coming to 12

12 his grandfather’s ranch to ride horses and look for treasure. When his 24

24 friends got there, Denny explained, “We’ve got to watch for clues in blue 37

37 envelopes along the trail. The clues lead to a treasure that Grandpa hid 50

50 this morning.” 52

52 Joe, Ray, and Hector couldn’t wait to get on their horses and ride 65

65 down the trail. Denny and his grandfather led the way until Joe called 78

78 out, “There’s something blue on that tree.” He rode over and grabbed the 91

91 envelope off the low branch. 96

96 “Your next note is near a goat,” he read. 105

105 In a flash, the boys turned and rode down to the goat pen where Ray 120

120 found the next envelope on a fence post. It read, “Find high ground, then 134

134 look down.” 136

136 “I think we’re supposed to ride to the top of that hill,” said Denny. 150

150 “It’s the highest place around.” 155

155 They rode to the top of the hill and searched for clues until Hector 169

169 hollered, “The clue is sticking out from under this rock.” He jumped 181

181 down and pulled the envelope free. “Take ten steps south and make them 194

194 big, then grab a shovel and start to dig,” he read. 205

205 The boys joined arms and took ten steps south. They discovered 216

216 three shovels and an orange circle painted on the ground. They all dug as 230

230 dirt flew everywhere. 233

233 Suddenly Denny called, “Here’s a wooden chest!” Everyone watched 242

242 while he lifted the lid. “There are four cowboy ropes here,” he said. 255

255 “They’re ropes like a real cowboy would use!” The boys were happy and 268

268 proud that they had found the hidden treasure. 276

No. of words in story read in 60 seconds – No. of Errors = WCPM

129-24=105

Highest average WCPM at the end of test 1 = 105

ORF Total = 105 WCPM

2 DIBELS® Oral Reading Fluency

Grade 3/Benchmark 2.2

Total words: 123_________

Errors (include skipped words): – 21_________

Words correct: = 102_________

Assessment Test 2

Melissa I would like you to read out loud for me the following short story. I will use my stopwatch to tell me when I want you to stop reading. Please do your best reading without errors. This story is called Organ Pipe Cactus National Monument. Begin here. Ready? (Pointing to the first word of the story). I will start the stopwatch when you read the first word, and stop at the lapse or end of 60 seconds.

Raising a Calf

0 Some of your friends probably have pet dogs or cats. Others might 12

12 have gerbils or goldfish. But do you know anyone who has a baby 25

25 cow? It might astonish you to know that many children do! Every year, 38

38 thousands of young people raise baby cows, or calves, to compete in 50

50 livestock shows. 52

52 Imagine that you are going to raise a calf for a livestock competition. 65

65 Get ready to work hard! First, you must prepare a place for your calf. It 80

80 needs a clean, dry pen that is roomy enough to run around. The enclosure 94

94 should have a good fence so the calf can’t escape and get injured or lost. 109

109 Before you put the calf in its new home, check to make sure there is 124

124 nothing sharp or dangerous. Calves like to explore and put everything in 136

136 their mouth. It is your responsibility to watch out for them and protect 149

149 them. 150

150 Once you bring your calf home, provide food and water each day and 163

163 make sure its pen is always clean. Your calf will need fresh water twice 177

177 a day. The calf won’t drink dirty water, so dispose of the previous water 191

191 first. The calf’s food should be fresh, too. Damp or dirty food is bad for 206

206 the calf, so clean out any old grain or hay before you put out fresh food. 222

222 Be careful to give your calf the proper amount of food. Eating extra food 236

236 can make a calf sick. Never skip these chores because the calf depends 249

249 on you for everything it needs. 255

255 If you take good care of your calf, it will grow quickly. Before you 269

269 know it, it will be time to show your calf at a livestock show. You can be 286

286 proud of all your hard work. 292

No. of words in story read in 60 seconds – No. of Errors = WCPM

123-21=102

Highest average WCPM at the end of test 1 = 102

ORF Total = 102 WCPM

2 DIBELS® Oral Reading Fluency

Grade 3/Benchmark 2.3

Total words: 138_________

Errors (include skipped words): – 25_________

Words correct: = 103_________

Assessment Test 3

Melissa I would like you to read out loud for me the following short story. I will use my stopwatch to tell me when I want you to stop reading. Please do your best reading without errors. This story is called Four-Legged Heroes. Begin here. Ready? (Pointing to the first word of the story). I will start the stopwatch when you read the first word, and stop at the lapse or end of 60 seconds.

Skimboarding

0 As the waves rolled onto the shore, a group of teens ran into the surf 15

15 with funny round boards under their arms. Allie looked up from reading 27

27 her book and watched them. When they reached the wet sand, they tossed 40

40 their boards toward the incoming waves. Then, they quickly jumped onto 51

51 them. Some of them fell flat into the water. Others were able to glide 65

65 out into the surf or over the shallow water. One boy was even able to flip 81

81his board around and change direction, like a skateboarder. It looked like 93

93 great fun and good exercise. Allie’s friend Morgan told her the group was 106

106 skimboarding. 107

107 That night, after dinner, Allie asked her Dad if he had ever 119

119 skimboarded. He hadn’t, but he said he would be willing to learn. They 132

132 read about it together in a magazine. They decided they would rent 144

144 boards and try it that weekend. Over the next few days, Allie studied the 158

158 motions of the skimboarders carefully. From her reading, she knew that 169

169 timing was very important. 173

173 When Saturday came, Allie was ready to head for the beach early. 185

185 First, she and her dad practiced running to the shore and tossing their 198

198 boards into the surf. Next, they repeated their first step and added the 211

211 jump onto the board. On their first try, they both fell backwards into the 225

225 surf and sat laughing at each other. This was not as easy as it looked! 240

240 After several attempts, they were each able to glide a little way on 253

253 the water. Allie was proud of herself and her dad. They realized that it 267

267 would take a lot of practice to become good at skimboarding. In the end, 281

281 they decided that the fun they had together was well worth the effort! 294

No. of words in story read in 60 seconds – No. of Errors = WCPM

138-25=102

Highest average WCPM at the end of test 1 = 103

ORF Total = 103 WCPM

Summary

The DIBELS assessment was intended to gauge Melissa’s oral reading fluency with an aim of improving her oral reading achievement. In addition to the DIBELS, Core Phonics Survey, and Core Graded High-Frequency Word Survey were used as complementary diagnostic tests.

Activities included:

· Screening Melissa for possible oral reading fluency difficulties

· Diagnosing deficits in reading letters, and words using the Core Phonics Survey, and Core Graded High-Frequency Word Survey.

Thereafter, she would be monitored to gauge her progress as she received intensive intervention in her oral reading fluency.

Information about Instruments Used To Assess Melissa

In Melissa’s case, oral reading probes with DIBELS were used. Being a simple assessment method, the oral reading fluency probes were used to informally assess Melissa’s oral reading fluency using highly engaging 3rd grade DIBELS short stories. She was presented with different lists of words, and the scores of words read correctly recorded against a benchmark in the as noted in the Core Phonics Survey, and the Core Graded High-Frequency Word Survey. Based on the baseline data obtained during DIBELS assessment, Melissa’s could only read correctly an average of 103 words per minute.

Discussion of Why the Instruments Were Chosen

The oral reading fluency probes with DIBELS assessment test was used because it enabled the use of a number notation system to record the number of words Melissa read correctly noting the errors. The oral reading probes assessment test was useful for determining the reading level of words for Melissa, and it could be combined with timings to determine words read correctly per minute as a means of determining her oral reading fluency level before an intervention could be introduced. Accompanied by numerous word lists, the Core Phonics Survey, and Core Graded High-Frequency Word Survey assessment tests helped evaluate Melissa’s oral reading fluency skills in words. Comment by Microsoft Office User: Why do we administer screening assessments? What is the correlation between oral reading fluency and comprehension that we have learned? Site your sources. Comment by Microsoft Office User: Please add more detail. Each of these assessments serves a different purpose. Use the information from your C

Description of the Technical Soundness of the Instruments

The oral reading probes assessment DIBELS test was able to measure Melissa’s ability in reading words correctly. This proved its technical soundness in assessing her oral reading ability. Further, the technical soundness of the oral reading probes assessment test is that, it provided raw data scores that were used to convert her oral reading fluency results into grade-level scores. It also allowed the gathering of the assessment data. The Core Phonics Survey, and Core Graded High-Frequency Word Survey assessment tests were also used to give insights of Melissa’s phonic understanding, and ability to read letters and words correctly. Comment by Microsoft Office User: Use information we learned about reliability and validity. Cite your sources

Discussion of How Cultural Bias Was Minimized

In order to minimize cultural bias, the assessment was conducted by Melissa’s teachers. This was to ensure that the scores of the assessment test were normal to her and not significantly higher or lower so as to be able to accurately predict her future performance. Moreover, the tests were written by experts from a broad range of cultural backgrounds to ensure that her performance was in line with the rest of her peers. Moreover, cultural bias was minimized in the core phonics and high-frequency word survey by including grade and dialect-appropriate words in the lists.

Delineation of Possible Limitations Comment by Microsoft Office User: What is a main limitation of screening assessments like ORF? Go to the assessment handbook on D2L. Cite your sources

One of the possible limitations of the assessment was the time used to assess Melissa. The assessment time could have been less than the required leading to collecting inadequate assessment data. There could also presumed errors identified since the tests relied on the listening ability of the assessor to point out errors committed by Melissa while reading. Some of the tests could also be run for Melissa yet they were not purposed to help indicate her reading ability. Moreover, the standardized test of core phonic survey could also be culturally biased since Melissa could be different from the people for whom the test was intended for.

Raw Data

Scoring Sheet

DIBELS Assessment

Core Graded High-Frequency Word Survey

Core Phonics Survey

Additional Anecdotal Observations and Permanent Products

It was observed that Melissa had patterns of difficulties in oral reading of words. Melissa has difficulties in reading words. From the different lists of words presented to her, she made numerous errors. The assessments however did not factor in that Melissa’s Spanish dialect and rate of speech were possible factors that could hamper her oral reading fluency. Melissa had limited vocabulary knowledge therefore the inability to read vocabulary words in context. It was therefore noted that she could not read words correctly or fluently without errors. Compared to the benchmark of 80% correct words, her oral reading fluency was low at an average of 60% correct words.

Data Analysis

Summary of Findings

Melissa’s phonics and reading ability was tested using the DIBELS which almost matched the test results from the Core Phonics Survey, and the Core Graded High-Frequency Word Survey although the errors in the word lists almost doubled those in the DIBELS test. Undeniably, her phonics problem could be negatively impacting her reading ability. It is evident that during the other diagnostic assessments, Melissa was subjected to reading a list of words in the two diagnostic tests. The assessments involved counting the number of words read correctly from the lists. These scores were as valid as calculating perfect correct or accuracy on word texts. Melissa showed a consistent pattern of errors and score of 60% correctly read words in the Core Phonics and Core Graded High-Frequency Word Surveys. Worth noting is that, the assessment test results showed her reading of the word lists with errors of 40%.

With an intervention, and given the benchmark of 140 words per minute, Melissa could significantly improve her correctly read words per minute to even 90% of this benchmark.

As a note, Melissa needs additional instructions more so in the areas of phonics, and phoneme awares. More focus should however be using more DIBELS short stories to improve her oral reading fluency level. Comment by Microsoft Office User: Should this be an instructional focus if phonics is low? Or should building fluency at the word level, phrase level, and then text level be utilized like we discussed last week in class?

Data Table of Melissa’s oral reading fluency level (DIBELS Assessment Tests)

Graphical Representations of Melissa’s Oral Reading Fluency Level (DIBELS Assessment Tests)

Core Phonics Survey Graph

Core Graded High-Frequency Word Survey Graph

Melissa's WCPM Aimline in 3 DIBELS Assessment Tests 105 102 103 Peer's WCPM Average 125 125 125 Benchmark WCPM 140 140 140 Correct List K List I List II List III List IV 6 15 16 15 15 Benchmark List K List I List II List III List IV 8 21 21 21 21 Correct Letter names-uppercase Letter names-lowercase Consonant sounds Long vowel sounds Short vowel sounds Short vowel in CVC words Consonant blends with short vowels Short vowels, diagraphs, and-tch trigraph R-controlled vowels Long vowel spellings Variant vowels Low frequency vowel and consonant spellings Multisyllabic sounds 16 15 13 5 5 15 13 10 12 12 10 11 15 Benchmark Letter names-uppercase Letter names-lowercase Consonant sounds Long vowel sounds Short vowel sounds Short vowel in CVC words Consonant blends with short vowels Short vowels, diagraphs, and-tch trigraph R-controlled vowels Long vowel spellings Variant vowels Low frequency vowel and consonant spellings Multisyllabic sounds 21 21 17 5 5 15 13 13 13 13 13 13 20