Response to Intervention Project - Weeblysaradavisportfolio.weebly.com/uploads/6/2/6/2/... · Response to Intervention Project EDSP 4320 Sara Davis November 25, 2014 Student’s Name

EDSP 4320 RTI Project Sara Davis

Response to Intervention Project

EDSP 4320

Sara Davis

November 25, 2014

Student’s Name Roel Maldonado

Date of Birth April 07, 2005

School Texas Education Centers: Lewisville

Age 9 years

Grade 4th

Teacher Annette Wims

Teacher’s email [email protected]


Baseline Data Results

Roel completed a Reading Comprehension assessment with 20% accuracy.

WRMT Results

Clusters Percentile Standard

Score

68% Confidence

Interval

Visual-Auditory

Learning

37 95

Letter Identification 9 80

Readiness 12 83 79-85

Word Identification 55 102

Word Attack 97 128

Basic Skills 81 113 111-117

Word Comprehension 41 97

Passage Comprehension 28 91

Reading Comprehension 33 93 88-94

Total Reading 58 103 101-105


Objective

Roel will be able to answer reading comprehension qustions over a variety of passages with 90% accuracy after 10 sessions over 4 weeks.

Overview of Lessons

Throughout my time at TEC I worked with Roel, AJ,and Ramses. After the initial assessment to see where they stood on reading comprehension, I came in at least twice a week for the next four weeks. Each day I came, I brought a short picture book that we would read aloud as a group, a small passage with questions that tied into the picture book, and a chapter book that we read a segment of each day. I made sure to cover each fiction, non-fiction, poetry, and biography with the picture book and passage. Before reading the picture book, we would do some verbal pre reading questions to assess background knowledge of the information. While reading, I would stop at new vocabulary or sections that needed emphasis to make sure that the group understood. After reading, we would do some verbal post reading questions to assess knowledge and understanding. After reading the picture book, I would have the boys read out loud a short passage that tied into the picture book and answer some comprehension questions that went along with the passage. I got these passages from multiple sources online by typing in "4th grade reading comprehension worksheets" into Google and reading through worksheets until I found one that I thought would be only slightly over their reading level. We worked together through the questions and we went over testing strategies to use while answering questions. After they were done with the worksheet, I would read a section from the chapter book out loud to the boys and have them answer some verbal questions about the book. A few times, when we got done early, I would have an easy reader for silent reading or an extra fun worksheet for them to do. At the end, I gave them each a copy of the chapter book we had been reading for them to take home.

Reflection

Roel seemed to progress in reading comprehension. I feel like Roel's main problem is not with comprehension, but more with attention. I tried to teach Roel focusing techniques like using a rubber band to stretch between his fingers while working so he has something to do or reading the questions first before the passage so he knows what to look for. Some days were better than others for Roel. Roel and AJ would often bicker, but after splitting them apart and working with them separately, they did better. Roel needs some more work on main ideas rather than focusing only on details. Roel has shown that he performs well on the pre reading and post reading comprehension questions that went along with the picture book and passage when asked verbally, but seems to have difficulty testing. I would often have to remind Roel to look back into the passage for the answers, and even then, Roel didn't seem to want to. I feel that this is more a problem with his concentration than willingness to learn.


Roel’s Progess in Reading Comprehension

SESSION 1

Date: October 28, 2014

Time/Duration: 9-10:20 (1.25 hours)

Location: Texas Education Centers: Lewisville

Lesson 4-Part Objective:

Roel will be able to use illustrations to make and confirm predictions with 80% accuracy by the end of the session. Literacy Strategies:

Read Aloud Picture Walk Guided Reading Inferring

Briefly describe the activity including model and/or demonstration implementation steps:

I began the lesson by reading aloud the book The Ghost Eye Tree by Bill Martin.

Before we read, I showed the front cover, and did a picture walk with my small group. I asked the group what they think is going to happen based on the pictures. I then read the book aloud, stopping at unknown words and places where their predictions were proven or disproven to allow them to update their predictions. After the reading, we discussed if their predictions came true. I then asked some verbal questions over the reading to determine comprehension. I then gave the small group the passage The Skeleton Key by Kelly Hashway with included questions. We worked through this

together as a group. After the group was finished, I read aloud a piece of the book Fortunately, The Milk by Neil Gaiman. After I finished, I asked the group who the

characters are and what they thought was going to happen next.

Briefly describe the evaluation criteria or assessment probe:

% o

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om

pre

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Ques

tions

Corr

ect

PreAsmts/

Baseline

90

80

70

60

50

40

30

20

10

0

Inte

rven

tio

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: S

tory

Map

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g

1 2 3 4 5 6 7 8 9 10

Sessions

Long Range Goal (90%)

Expected Line of Progress

Inte

rven

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n 2

: F

ocu

sin

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trat

egie

s


Checklist from oral questioning. The questions from the passage.

Interpretation of Results (i.e., change in instruction needed):

Roel was able to answer the questions over the reading with 60% accuracy. I’m unsure if his performance is affected more by his understanding or more because of Roel’s inability to focus for periods of time. In the next lesson, I will do the guided instruction first, and then the reading of the picture book.

Describe your reflections on the activity (i.e., analyses, strengths, challenges, surprises, lessons learned, where to go from here).

I really enjoy working in this format; reading a picture book and then reading a passage that relates to the book. The group seemed to enjoy the guided reading. They seemed to be interested in the story and enjoyed predicting what the outcome would be, although sometimes their predictions were a bit off. The group seemed to become unfocused during the group reading of the passage. Once I started helping them with pieces, they became more interested, though. I was going to have the reading of the passage be only the students, but I think they do better when we work together. This way, I can also give them guided instruction over what to pay attention to and what to go back to look for. They enjoyed the chapter book portion that I read. They wanted me to continue reading once I was done, but I told them I had to make the chapter book last my whole time there. I think I am going to continue using this format for the lesson, and use guided instruction on the questions over the passage. I think I may switch the passage and the picture book for the next lesson, so they will understand what to be looking for when we are reading the picture book.


The Ghost-Eye Tree Questions Checklist

Understanding Needs More Work

What do you notice about the ___________ _______X______ characters and their relationships?

What do you think of their reaction _____X_____ ______________ after walking past the tree?

How has the character’s relationship ___________ ________X_____ changed since the beginning of the book?

How can you tell that this story might take ______X____ ______________ place in the past?

Why do you think the boy was trying to ______X____ ______________ make himself look tough?




SESSION 2

Date: October 30, 2014

Time/Duration: 8:50-9:30 (.75 hours)



Roel will be able to support his understanding of nonfiction texts by providing evidence from the text to support it with 80% accuracy after this session.

Literacy Strategies: Read Aloud KWL chart Guided Reading


I began the lesson by giving the group the passage Achoo! by Cynthia Sherwood with

included questions. We worked through this together as a group. After the group was finished, I read aloud the book Sneeze! by Alexandra Siy. Before we read, we made a

KWL chart together about sneezing. I then read the book aloud, stopping at unknown words and places where they found something they wanted to learn or new information. After the reading, we discussed what they learned from the reading. After we finished answering the questions over the reading, I read aloud a piece of the book Fortunately, the Milk by Neil Gaiman. Before the reading, we discussed what happened last time and what their predictions were for what happens next. After I finished, I asked the group what they thought was going to happen next.




Roel did well at understanding what makes a passage factual as opposed to opinion. Roel enjoyed making up “facts” of his own rather than looking back through the text or giving examples and needed a bit of encouragement to go back and use the text. This assured me of Roel’s inability to focus for periods of time. Despite his lack of focus, h e answered the reading questions with 80% accuracy.


Roel seems to have a desire to learn and do well, but he has some diff icultly staying on task. I feel that the root of his problems is more attention related than understanding related. Roel needs to learn to take his time to complete tasks rather than just answering the questions to get through. Roel enjoyed the chapter book reading, but seems to lose focus with non-fiction texts. Non-fiction texts seemed to be where his biggest problems were in the pre-assessment as well. I need to work on strategies for getting through non-fiction texts with Roel.


Sneeze! Questions Checklist


What causes us to sneeze? _____X_____ ______________

What is sneezing associated with? ___________ ________X_____

What do we sneeze through? ______X____ ______________

Why would you pinch your nose while ______X____ ______________ sneezing?

What happens to your body when you ______X____ ______________ sneeze?



SESSION 3

Date: November 3, 2014




Roel will understand how to create imagery with poems and how different poems are used with 80% accuracy after one session.

Literacy Strategies:

Read Aloud Guided Reading Think Aloud

Briefly describe the activity including model and/or demonstration implementa tion steps:

I began the lesson by reading aloud the poem Nothing Gold Can Stay by Robert Frost.

Before we read, we discussed what makes a poem. I then read the poems aloud, stopping at unknown words and places where using imagery was evident or to point ou t rhyming words. After the reading, we discussed what they learned from the reading. I then gave the small group the passage Rabbit Habit by Liana Mahoney with included

questions. We worked through this together as a group. After the group was finished, I read aloud a piece of the book Fortunately, the Milk by Neil Gaiman. Before the

reading, we discussed what happened last time and what their predictions were for what happens next. After I finished, I asked the group what they thought was going to happen next.


Checklists from oral questioning. The questions from the passage.


Roel did not seem to get poems. He answered 40% correct on the questions after the reading, and needed my help and probing to formulate the correct answer. When I asked him to write the next line from the poem Rabbit Habit, he did not seem to understand the format of the poem

that we had just gone over.


Roel needs a lot more work with poems. He doesn’t seem to understand completely how the form of poems works. I asked Roel if they had studied poetry before in class, and he said yes. I think Roel’s main strong point in reading comprehension is in fiction works. We will continue to work on fiction, and possibly some non-fiction in the future. I think helping Roel with poetry is a little over my head.


Nothing Gold Can Stay Questions Checklist


What happens to each of the four _____X_____ ______________ elements mentioned in the poem?

What is the poems’ theme or main idea? ____________ ________X_____

How does the allusion to Eden help ____________ ________X_____ convey the theme?

How many gold things are mentioned? _______X____ ______________

Do you agree with the outlook expressed ____________ ________X_____ in this poem?



SESSION 4


Time/Duration: 9:10-10:20 (1.25 hours)



Roel will be able to describe the beginning, middle, and end of a story with 80% accuracy by the end of this session.

Literacy Strategies:

Read Aloud Guided Reading Story Mapping


I began the lesson by reading aloud the story Owl Moon by Jane Yolen. Before we

read, we discussed what are imagery, setting, plot, and characters. I then read the story aloud, stopping at unknown words and places where the author described things using imagery. After the reading, we discussed the characters, their motives, the plot line, and the setting and asked questions over the passage. I then gave the small group the passage Foggy Figure by Kelly Hashway with included questions. We worked through this together as a group. After the group was finished, I read aloud a piece of the book Fortunately, the Milk by Neil Gaiman. Before the reading, we discussed what

happened last time and what their predictions were for what happens next. After I finished, I asked the group what they thought was going to happen next.




Roel did a lot better on this story than the previous stories. Roel answered the comprehension questions with 80% accuracy. Roel’s remained focused throughout the reading, and because of this his performance in the questions was better. Since Roel seems to have a good understanding of fiction texts, we will work more on non -fiction texts in the next lessons.


Roel does a lot better with fiction texts than other texts. He really seemed to enjoy the stories that we read today and remained attentive throughout. Since Roel seems to have an easy time with fiction texts, I am going to move more towards non-fiction and biography texts and help Roel with reading strategies to maintain focus during his readings.


Owl Moon Questions Checklist


What time of day is it when the girl and _____X_____ ______________ her Pa go owling?

What makes owling hard work for ______X_____ ______________ the girl?

What happened when Pa called out ______X_____ ______________ to the owl?

What does the author mean when she _______X____ ______________ says “The shadows… stained the white snow?”

What does the author mean when she ____________ ________X_____ says “the trees stood as tall as giant statues?”





SESSION 5




Lesson 4-Part Objective


Literacy Strategies: Read Aloud Guided Reading KWL Chart


I began the lesson by reading aloud the story The Beetle Book by Steve Jenkins.

Before we read, we made a KWL chart together about beetles. I then read the book aloud, stopping at unknown words and places where they found something they wanted to learn or new information. After the reading, we discussed what they learned from the reading. I then gave the small group the passage Roly-Poly Pill Bugs by

Cynthia Sherwood with included questions. We worked through this together as a group. After the group was finished, I read aloud a piece of the book Fortunately, The Milk by Neil Gaiman. Before the reading, we discussed what happened last time and

what their predictions were for what happens next. After I finished, I asked the group what they thought was going to happen next.




Roel seemed to become unfocused during the reading of the book and the passage, even though I tried to pick out a book that I thought would interest him with vivid images and facts about beetles. Roel answered the quest ions with 40% accuracy. Before the next non-fiction text, I will need to work with Roel to help him understand which parts of the story require more focus, and which he can tune out.


Even with an interesting text, Roel still has problems with focusing. I will need to work with Roel to develop a strategy to help him focus during non-fiction texts. I may try to help Roel with his focusing by giving him a rubber band or a piece of string to keep his hands busy so he can maintain focus during the text.


The Beetle Book Questions Checklist


How can you tell if a bug is a beetle? _____X_____ ______________

What are some behaviors of beetles ____________ ________X_____ that make them unique?

How can beetles be helpful to humans? _____X______ ______________

How do beetles communicate with ____________ ________X_____ each other and other insects?

What types of advantages to beetles have ____________ ________X_____ over other larger animals?



SESSION 6





Roel will be able to understand what makes a folktale with 80% accuracy after one session.

Literacy Strategies: Read Aloud Guided Reading Time Line


I began the lesson by reading aloud the story The Little Red Hen by Paul Galdone.

Before we read, we discussed what makes a folktale. I then read the story aloud, stopping at unknown words. After the reading, we discussed the characters and the moral of the folktale. I then asked some reading comprehension questions out loud. I then gave the small group the passage The Little Red Hen from the Public Domain with

included questions. We worked through this together as a group. After the group was finished, I read aloud a piece of the book Fortunately, The Milk by Neil Gaiman. Before

the reading, we discussed what happened last time and what their p redictions were for what happens next. After I finished, I asked the group what they thought was going to happen next.




Roel worked better with folktales than other non-fiction texts. This may be because folktales have more of a feeling like a fiction work than a non-fiction work. Roel performed with 60% accuracy when answering the questions. Roel seemed to have an easier time focusing due to the entertaining nature of the folktale.


Roel enjoyed the folktales, and enjoyed comparing and contrasting the two versions of the story. Roel may need to work more on inferencing, as he seemed to have some difficulty answering the questions pertaining to this. I think I will still focus on non -fiction texts, since Roel has a more difficult time with them.


The Little Red Hen Questions Checklist


What words can you use to describe the _____X_____ ______________ little red hen?

Why do you think the little red hen said _____X______ ______________ the other animals could not eat the bread?

What makes The Little Red Hen a folktale? _____X______ ______________

How would the story have been different ____________ ________X_____ if the animals had helped the little red hen?

What is the moral or lesson of this story? ____________ ________X_____



SESSION 7






Literacy Strategies: Read Aloud Guided Reading KWL


I began the lesson by reading aloud the book We’re Roaming in the Rainforest: an Aamazon Adventure by Anne Wilson. Before we read, we made a KWL chart together

about the rainforest. I also flipped through the book and did a picture walk and asked the group which sections they believed to be the most important. I then read the book aloud, stopping at unknown words and places where they found something they wanted to learn or new information. After the reading, we discussed what they learned from the reading and I asked some questions out loud. I then gave the small group the passage The Tropical Rainforest by Mikki Sadil with included questions. We worked

through this together as a group. After the group was finished, I read aloud a piece of the book Fortunately, The Milk by Neil Gaiman. Before the reading, we discussed what





Roel performed better on this non-fiction text than previous. Before reading, I had the group look over the text to see what was important, and I believe that this helped Roel maintain attention. Roel performed with 60% accuracy on these questions. We will continue to work on different techniques to focus and work with non-fiction texts.


Roel seemed very interested in the different types of animals of the rainforest. He kept pausing during his reading to add in his own facts that he knew about each of the different animals we went over. I think that Roel’s interest in this passage helped w ith his attention problems and therefore he performed better on the comprehension questions.


We’re Roaming in the Rainforest Questions Checklist


What are the four layers of the rainforest? ___________ ________X_____

What animals live in each layer of the ____________ ________X_____ rainforest?

How are rainforests important to all people?_____X______ ______________

What makes a rainforest? _____X______ ______________

Name some of the animals we read about _____X______ ______________ in this story.




SESSION 8





Roel will be able to support his understanding of biographical texts by providing evidence from the text to support it with 80% accuracy after this session.



I began the lesson by reading aloud the book The Boy on Fairfield Street: How Ted Geisel Grew up to Become Dr. Seuss by Kathleen Krull. Before we read, we discussed

what makes a biography and made a KWL chart together about Dr. Seuss. I then read the book aloud, stopping at unknown words and places where they found something they wanted to learn or new information. After the reading, we discussed what they learned from the reading and I asked some questions out loud. I also brought some Dr. Seuss books along for the group to look at. I then gave the small group the passage Who is Dr. Seuss? by author unknown with included questions. We worked

through this together as a group. After the group was finished, I read aloud a piece of the book Fortunately, The Milk by Neil Gaiman. Before the reading, we discussed what





Roel peformed better working with a biographical text. He maintained focus throughout and answered the questions with 60% accuracy. I will continue to work on non -fiction texts and focusing strategies.


The group enjoyed getting to look at the Dr. Seuss books and talk about which ones they have read. The group also enjoyed getting to learn about Dr. Seuss, as none of them had known about him prior. Roel seemed to maintain focus better during this session. We are continuing to work on focusing strategies and supporting facts with evidence from non-fiction texts.


The Boy on Fairfield Street Questions Checklist


Why did Ted Geisel take on the pseudonym ______X____ ______________ Dr. Seuss?

Why didn’t Ted Geisel’s parents want ______X_____ ______________ him to become an illustrator?

What kind of impact did the war have on ____________ ________X_____ Ted Geisel?

How did Ted Geisel begin writing books? ____________ _______X______

How do you know that this book is a ______X_____ ______________ biography?




SESSION 9








I began the lesson by reading aloud the book How Many Ways Can You Catch a Fly?

by Steve Jenkins. Before we read, we discussed what we knew about animal adaptations and made a KWL chart together. I then read the book aloud, stopping at unknown words and places where they found something they wanted to learn or new information. After the reading, we discussed what they learned from the reading and I asked some questions out loud. I then gave the small group the passage Spitting to Survive by Liana Mahoney with included questions. We worked through this together as a group. After the group was finished, I read aloud a piece of the book Fortunately, The Milk by Neil Gaiman. Before the reading, we discussed what happened last time and what their predictions were for what happens next. After I finished, I asked the group what they thought was going to happen next.




The focusing strategies that I had Roel work on improved Roel’s performance in the comprehension questions. Roel performed with 80% accuracy over these questions. Roel still needs to work on inferencing based on given facts. We will continue to work on non-fiction texts, focusing strategies, and work on inferencing.


Roel seems to be focusing better as we go on during the sessions, and his performance is improving because of this. Roel focuses better on texts that he enjoys and our strategies are working as Roel is beginning to recognize what sections he needs to pay more attention to when reading a non-fiction text.


How Many Ways Can You Catch a Fly? Questions Checklist


How do you tell between fact and opinion? _____X_____ ______________

How does the burrowing toad dig a hole? _____X______ ______________

How many different ways do animals _____X______ ______________ protect their eggs as noted by the book?

How many different animals are mentioned ______X_____ ______________ under the “How many ways can you dig a hole?” section?

What ways have humans adapted to ____________ ________X_____ get food?



SESSION 10








I began the lesson by reading aloud the book Scorpions by Valerie Bodden. Before we

read, we discussed what we knew about scorpions and made a KWL chart together. I then read the book aloud, stopping at unknown words and places where they found something they wanted to learn or new information. After the reading, we discussed what they learned from the reading and I asked some questions out loud. I then gave the small group the passage Hitchhikers in the Bathroom by Liana Mahoney with

included questions. We worked through this together as a group. After the group was finished, I read aloud a piece of the book Fortunately, The Milk by Neil Gaiman. Before the reading, we discussed what happened last time and what their predictions were for what happens next. After I finished, we discussed what the main idea of the story was, what happened at the beginning, middle, and end of the story, and went back over the setting and the characters. After I was done, I realized I needed 15 minutes more to complete my time, so I kept Roel for 15 more minutes and worked on his Journeys

book reading for the day for Ms. Wims’ class. We read the reading together and I asked him questions over what we read.




Roel maintained focus throughout the reading of the texts. He performed with 80% accuracy on the comprehension questions. Roel seems to be progressing, and with more work should be able to reach 100% accuracy on reading comprehension questions.


Roel never reached his goal of 100% accuracy on reading comprehension questions, but progressed throughout the sessions. I believe that with more work, Roel will be able to perform at or above grade level. If I were to do this project over, I would develop more questions than five over each passage. I feel like only having five questions gave less margin for error. I didn’t want to change my assessment style, as I


wanted to keep the results consistent, but I do realize that it may have been better to have more questions in the future. I would instead use a multiple choice or fill in the blank assessment rather than a checklist. When asking the questions orally , I feel that Roel’s responses may have been affected by the others in the group. I wish that I had gotten more time to work with Roel before starting my sessions. I would have been able to develop a strategy that worked for his learning style and I may have had an easier time working with him. I believe that the root of Roel’s problems academically is his un-medicated ADHD. I believe that if Roel were to get medicated, his struggles in school would diminish and he would perform at or above grade level.


Scorpions Questions Checklist


What type of bug is a scorpion? _____X_____ ______________

Why do scorpions sting? _____X______ ______________

Where do scorpions live? _____X______ ______________

How are scorpions and lobsters alike? _____X______ ______________

What do scorpions eat? ____________ ________X_____






Documents

Response to Intervention Project - Weeblysaradavisportfolio.weebly.com/uploads/6/2/6/2/... · Response to Intervention Project EDSP 4320 Sara Davis November 25, 2014 Student’s Name