Summary of Learning Needs STAR Reading Test Calebs GE of .

7 and PR of 6 indicate that he is struggling with both fluency and comprehension. Because fluency is strongly linked to comprehension, Caleb would greatly benefit from increased instructional focus on fluency. Reading aloud with a partner or under the direct supervision of the instructor would allow Caleb to develop an understanding of the pattern, rhythm, and phrasing of fluently read text and would enable him to do so in a supportive environment. Listening to a story read by a peer or the instructor and following along in his own personal text would also enable Caleb to move beyond decoding individual words so that he can begin to comprehend a text as a whole and begin to develop critical thinking skills. DIBELS Assessment Calebs oral reading fluency score of 25, his CLS score of 68, and his phoneme segmentation fluency score of 51 indicate that he is not currently at risk for oral reading fluency. However, he Caleb needs to reach an oral reading fluency score of 40 to be proficient by the conclusion of first grade and would therefore benefit from increased instructional focus on fluency. In addition to reading with a partner or with the support of the instructor, Caleb would benefit from reading text that derives its meaning from phrasing, including poetry and text containing significant portions of dialogue. Reading these texts orally would require Caleb to focus on the phrasing and flow of the text therefore placing his attention on the fluency and rhythm of the text at hand. DRA Assessment While Calebs reading engagement score of 6 indicates that Caleb is not at risk for reading engagement, his oral reading fluency score of 10 and comprehension score of 12 indicates that he is at risk in both fluency and comprehension and would therefore benefit from fluency and comprehension interventions. To increase his comprehension, Caleb would benefit from metacognative strategies that would require him to monitor his own thought processes while reading the text. These could include asking questions at the end of each sentence, paragraph, and story to check for understanding. Calebs retelling and

reflection responses indicate that Caleb would also benefit from instruction focusing on sequencing and making connections between text and his own personal experiences.

Lesson # 1 Retelling a Story Language Arts Comprehension Retelling a Story Common Core Standard(s) CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Teacher Preparation Connect to prior knowledge Begin lesson by allowing students to partner read Lost!. Students will then read Lost! as a whole class as a review before beginning further discussion Goals/Rational To reinforce students ability to identify key details within a story and to retell a story as a whole. Objective After reading Lost! with a partner and reviewing in the whole class setting, the student will demonstrate his ability to identify key details in a story by drawing three key events in Lost! on a worksheet of which all three must be correct. The student will then orally retell Lost! in which he must list a minimum of 5 events in chronological order with one event listed from the beginning, one event listed from the middle, and one event listed from the end of the story. The student will then reflect on his own understanding of Lost! by completing a self assessment. Grouping Structures Anticipatory Set students will be seated at various locations throughout the classroom for partner reading Whole Class Instruction students will be seated at the carpet for whole class reading and content review Individual Student Review the student will be seated at the kidney table to work one on one with the instructor while the remainder of the class completes a comprehension worksheet Lesson Materials / Equipment Name Cards for reading partners Reading books Teacher textbook Whole Class worksheets Individual student comprehension worksheet and reflective assessment List of events from Lost! Materials at the carpet: Reading books Teacher textbook Whole Class worksheets

Instructional Procedures Introduction / Anticipatory Set 10 minutes 1. Outline guidelines for partner reading: a. Students will read Lost! two times with a partner and can exchange reading page by page or after one partner has read the story from beginning to end b. Students are to be seated in the front of the class c. When students have finished reading Lost! with their partners, they may read any story from their reading book until all other students have finished Whole Class Reading / Instruction 1. Prepare students for lesson ask students to push in their chairs, pick up their reading books, and walk quietly to the carpet 2. Whole class reading a. Ask students to open reading books to the table of contents b. Ask students the title of the story they are working on, who the author is, who the illustrator is, and what page they should turn to i. Turn to that page when all questions have been answered c. Read Lost! aloud while students follow along in their own reading books i. Remind students that they can raise their hands if they see a word that they do not know ii. Ask comprehension questions about the story while reading iii. Point out high frequency words throughout the reading of the story and ask students what each word means iv. Ask comprehension questions at the conclusion of the story 3. Dismiss students to complete p. 24 & 27 from their workbooks a. When students have completed their worksheets, they can find a partner and review their spelling words on their white boards Individual Student Review 1. Call student to the kidney table to do additional review 2. Begin by explaining the worksheet a. The student will draw three details from Lost! in no particular order b. The details must be events from the story rather than parts of the setting or characteristics of the individuals in the story c. Allow the student to complete the worksheet d. Ask the student questions about the illustrations once he has finished if the illustrations are unclear or difficult to understand 3. Ask the student to retell the story a. Take note of the events on the pre-created list of events b. Note what order these events were listed and if the student listed events that were not actually a part of the story 4. Ask the student to complete the individual reflective assessment a. When the student is finished, he may return to his seat to complete p. 24 & p. 27 from his workbook

Teacher Reflection: What would you change for next time? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Will / did you reach your lesson objective? How do you know? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ If not, how do you need to follow up? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ What did you learn from the experience? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Did you learn anything about yourself? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Were you prepared? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Differentiated Instruction Summary Assessment and Reflection & Recommendations

Sources for Instructional Strategies Works Cited "First Grade Reading Comprehension Worksheets." Have Fun Teaching. N.p., n.d. Web. 12 Mar. 2013. "Improving Fluency in Young Readers -- Fluency Instruction." Improving Fluency in Young Readers -- Fluency Instruction. N.p., n.d. Web. 12 Mar. 2013. "The Reading Lady." The Reading Lady. N.p., n.d. Web. 13 Mar. 2013. "Seven Strategies to Teach Students Text Comprehension." Reading Rockets. N.p., n.d. Web. 15 Mar. 2013. Reflection on Instruction and Experiences Caleb has been able to make gains from the beginning of the instructional practices to their conclusion. When completing lesson 2, Caleb demonstrated increased comprehension by successfully illustrating and describing three sequenced events from Lost! He also expressed his enjoyment of the text by stating that he wished he could read more stories about bears and that he thought it would be fun to get lost in the woods. Practicing portions of the Orton Gillingham red word strategies also proved successful in developing both his spelling and reading comprehension skills. After practicing the skills, Caleb made a 30 percent gain in spelling and a 20 percent gain in reading comprehension from the previous weeks assessments. Throughout the course of instruction, a great hindrance I observed to Calebs reading and comprehension skills was his inability to focus and remain on task. He often appeared in a daze, commenting that he was tired and had gotten little sleep the night before and frequently adopted a deviant demeanor, refusing to do his work on multiple occasions stating that it was too hard. While he was able to make some gains in both fluency and reading comprehension, his inability to engage with the material prevented him from going further and was often a great hurdle during instruction.

Completing the individual assessments and differentiated instructional plans demonstrated to me the importance of taking time to be in tune with your students and developing plans and activities that cater to both their academic and personal needs. While I was aware that Caleb was struggling prior to assessment, spending one on one time with him allowed me to understand him both as a student and as an individual. His unique learning needs stemmed not just from academic struggles but also from a personal struggles at home. His unique situations at home often played a role in his engagement with material and his overall attitude toward school, both of which significantly hindered his ability to move forward, see the significance of school, and see himself as a successful and capable reader. When I have a classroom of my own, I want to be extremely intentional about investing in my students on an individual level and taking the time to design lessons and instruction that incorporates their likes and dislikes and caters to their individual needs. Recommendations Because of Calebs unique home environment, I would recommend establishing an at home reading program to help Caleb engage with text outside of the classroom. I would also recommend incorporating a parent involvement component to enable Calebs parents to partner in their childs learning and to further the value of reading being developed at school. Additionally, I would recommend continued paired reading so that Caleb can both hear fluently spoken text as well as increase his own fluency through oral reading and receiving direct feedback from his partner. I would also recommend providing weekly comprehension logs that Caleb can fill out after daily whole class reading. This would enable him to reflect on text that has been read aloud with intentionally modeled phrasing and fluency, thus enabling Caleb to focus on content rather than decoding. These reading logs should also incorporate comprehension checks to follow whole class reading of reading book material to enable Caleb to think about the content covered in the text before completing his weekly reading assessment.