Evidence of Student Learning 1

Evidence of Student Learning
Planning Cycle for Lesson Plan: Evidence of Student Learning

Kristen Incorvaia
SPED 498 Internship Seminar Spring 2015
Towson University
A. Topic, Learning Goal, & Objectives

Unit Target Phonics and Word Recognition
Reading Level Pre-primer to Grade 2
Unit Topic Long a Digraph Syllable Patterns
Halstead Academy is an elementary school in Baltimore County
housing grades EC-3 to 5th grade. The school is a Title One school
meaning the student body receives Free And Reduced Meals. Halstead
Academy is one of the 10 Lighthouse Schools in Baltimore County so
they are one of the first schools to obtain individual digital learning
devices for their students, implement one-to-one personalized and
blended learning, and create an innovative, comprehensive digital
learning culture. Halstead is a PBIS (Positive Behavior Intervention and
Support) school that has a school-wide positive behavior plan that
involves the distribution of Panda Paws for being responsible,
respectful, and ready as well as a classroom color chart with student
name clips on it. The students start on green each morning and have
the opportunity to move up for good behavior or down for misbehavior.
There are four students (1 female, 3 male) in my small group whom
range in age from 9 to 11 years old. All of the students are below grade
level in reading and according to their IEPs they all receive special
education services outside the general education setting for one hour,
four
times
weeks
in
small
group
to
address
phonics,
comprehension, written language, and vocabulary taught by the

special educator.
Learning Goal:
Students will be able to recognize and identify words one- and twosyllable words with long a digraph patterns.
MCCRS
College and Career Readiness: Reading Foundation Skills

Grade 2 Phonics and Word Recognition
CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
This unit is from Benchmark Education SpiralUP Phonics, which is a
comprehensive literacy program from grades Kindergarten to 2nd that
aligns with the Common Core State Standards. The unit focuses on
long a digraph syllable patterns and includes five days of lessons that
built upon one another to future my students learning. This series of
lessons aligns with the standards because students will be introduced
to a new phonic skill that they are going to need to help decode gradelevel words.
Cultural and Linguistic Differences of Students
My small group of one girl and three boys has a close range of
intellectual abilities. All four are Black or African American and speak
English as their first language.
Students Oral and Written Language Development
All of my students attend pullout speech instruction during the week,
two students twice a week for 30 minutes and the other two once a
week for 30 minutes. The four students all have a written language
goal on their IEPs and range from a kindergarten level to 1 st grade
level. All students have legible handwriting and can correctly hold a
pencil. Their reading ability ranges from pre-primer to 2nd grade.
Objectives aligned with students IEP Goals
IEP objectives addressed in this series of lessons
Given instructional level text/words in isolation, students will

decode regularly spelled one-syllable words with 80% accuracy

decode two-syllable words following basic patterns by breaking
the words into syllables with 70% accuracy

distinguish long and short vowels when reading regularly spelled
one-syllable words with 60% accuracy
B. Assessment Plan
Summative Assessment
At the end of the unit, students will be asked to read one- and twosyllable words with long a, segment and blend words with long a, and
read sight words. This summative assessment aligns with the learning
goal for this unit that states that students will be able to recognize and
identify words one- and two-syllable words with long a digraph
patterns. The students will be graded on each individual part. The
words for each part will be presented to the student and the teacher
will mark if the student correctly pronounced the given word or not.
Pre-Assessment
On the last day of Unit 3, the students were given the pre-assessment
for this unit. The pre-assessment is identical to the summative
assessment. The students are given the three sections, read one- and
two-syllable words with long a, segment and blend words with long a,
and read sight words. By having this as the pre-assessment, I am able
to see what my students know about long a digraphs before I start
teaching the lesson and see what word analysis skills have students
use in decoding words.
Formative Assessment
Lesson 1 Students will be able to recognize and create onesyllable words with long a digraph patterns
Students will be given letters cards to manipulate and create their own
one-syllable words with long a digraphs. The teacher will ask them to
spell the word rain and ask them what letters they need to make the
word. The teacher will also remind them that they need two vowels to
form the long a digraph. As the teacher keeps giving the students
words, the teacher is creating a anchor chart for the students with all
of the long a digraph syllable patterns as well as making sure the
students are using the correct letters and say the correct sounds when
reading the one-syllable words with long a digraph patterns they are
creating.
Lesson 2 Students will be able to use their knowledge of long
a patterns to fluently read a passage
Students will be reading Zebra and Snail, a story from Benchmark
Education that focuses on words with long a patterns. The teacher will
model reading the story first and think aloud when long a words come
along to show the students strategies they can use when trying to
figure out new long a words. The students will then take turns reading
the story and the teacher will monitor their fluency and comprehension
of the story. After they finishing reading the story, the teacher will have
them to circle all of the words with long a patterns.
Lesson 3 Students will be able to identify and reproduce
multisyllabic words with long a digraph patterns
The students will practice writing their Day Three spelling words on
their Spelling Peer Check in their phonics notebook. The Peer Check
has three columns to practice spelling the word [first try, second try (if
needed), and correct spelling]. The Day Three spelling words include
multisyllabic words with long a digraphs.
Scoring Tools
The formative assessments will be recorded with observational notes

from the teacher. (Since this is a pullout small group, the only grades
given to their homeroom teacher are their pre- and post-assessment
scores.)
The summative assessment for the unit will be scored, given a
percentage, and recorded for the special educator and their homeroom
teacher.
C. Instruction
Share Objectives
The objective will be written on the Promethean Board at the beginning
of each lesson so that the students are able to read it.
Lesson 1
INSTRUCTIONAL GOALS
Students will be able to recognize and identify one- and two-syllable
words with long a digraphs.
OBJECTIVES
Students will be able to recognize and create one-syllable words with
long a digraph patterns
VARIABILITY
All of my students learn differently and this lesson was created to
grasp the attention of all of them as well as keep them engaged. By
following the "Model, Guide, Apply" technique, the students are seeing
the lesson presented in several ways to help them understand the
objective of the lesson. On several of my students' IEPs, their
accommodations include a human reader, word bank to reinforce
vocabulary, and extended time. I will read all of the words presented to
the students that they are having difficulty with as well as give them
extra time to complete the activities.
Variability in Representation and Background Knowledge
1.1 Offer ways of customizing the display of information - The lesson is
taught using an ActivInspire flipchart and the slides are available to the
students to have and glue into their phonic notebook.
Variability in Action and Expression
5.2. Use Multiple Tools for Construction and Composition - The students
are provided with a human reader, extended time, word bank, and any
other tools they need to complete the activities successfully.

Variability in Engagement
7.3 Minimize Threats and Distractions - At the beginning of the lesson,
the small group reviews the classroom rules for sitting on the carpet,
how to use their reading tools, and sign the computer lab contract,
which includes rules such as listen to your teacher, treat others kindly,
take turns, don't get discouraged, always do your best, be a good
friend, and practice makes perfect.
OPENING
The teacher will administer the pre-test before starting the lesson. The
pre-test includes segmenting and blending open-syllable words as well
as sight words.
Introduction
The teacher will introduce the new idea of long a digraph syllable
patterns to the class by using the frieze card provided by Benchmark
Phonics. The teacher will have the students read the four words on the
slide and point out the vowel digraphs and explain that although there
are two vowels, there is only one vowel sound so the word has one
syllable. The teacher will tell the students that the digraph is not
separated when dividing words into syllables.
DURING
1. Introduce Long a Digraph Syllable Pattern
Guided Practice
The teacher will give each student a set of letter cards they are going
to manipulate to make long a words. The teacher will say the
word rain and ask the students what letters they need to make the
word. She will remind them that they need two letters to stand for
the a sound. They will write the word on their personal whiteboard. The
teacher will look at their word and if it doesn't look right, she will have
them try another spelling pattern. The teacher will then ask them to
change the word from rain to pain. The teacher will repeat this with
the words hay and they, but point out that although these words have
the long a vowel sound, they use different letters to stand for the
sounds.
Independent Practice
The students will repeat the process independently with the
words; main, grain; bay, ray.
2. Sort Words: Long and Short Vowels
Model New Skills and Knowledge
The teacher will show a slide with the words pan, pain, and pane on
it and read the words aloud. Then she will write the word bake and
model sorting the word. The teacher will think aloud different
strategies she is using when deciding where to place bake, such as

vowel sounds and vowel patterns.
The teacher will repeat this with the following words and select them in
a random order; bat, braid, plan, plane, plain, mad,
maid, and made. The teacher will say the word and ask one student
to come up to the board and move it into the column they believe it
belongs to. When all the words are sorted, the teacher will ask the
students what the words in each column have in common.
3. Blend Words with Long a Digraph
The teacher will write the word weight on a new slide, using a
different color for the rime -eight. The teacher will model sounding out
the word, blending onset and rime: /w/ /at/. Then say the whole word
and point out that the letters gh in the word are silent.
Guided Practice
The students will sound out the word with the teacher and repeat with
other examples if the teacher feels the students need extra support.
The teacher will give the students their Unit 4 word list and have them
read the words by blending the onset and rime.
The students will independently read the remaining words on the word
list for Day One. The teacher will guide students who need support to
blend some or all of the words before reading them independently.
4. Spelling Words: train, stay, eight
The teacher will have the slide with the two-column spelling chart up
on the board. The first column will be labeled "One-Syllable Words" and
the second column "Two-Syllable Words." The teacher will tell the
students that they will be spelling words with long a digraphs. The
teacher will say the word train and model spelling and writing it on the
chart. The teacher will think aloud how she will go about spelling the
word; breaking it into parts, blending the sounds, and what type of
vowel she hears.
Guided Practice
The teacher will say the word stay. The students will identify the onset
and rime in the word and the letters that stand for the sounds. The
teacher will remind that the long a sound can be spelled in different
ways and guide them to use the digraph ay. The teacher will write the
words in the first column of the chart as the students tell you the word
parts. The teacher will repeat for the word eight.
The students will practice writing each of the words in their notebooks.
After they write them, they will check the spelling of the word by
blending the onset and rime. The students will highlight the vowel
digraphs in the words.

CLOSING
Review
The teacher will end the lesson by reviewing the long a digraph
syllable pattern and ask the students for examples of words with
long a digraphs.
Lesson 2
INSTRUCTIONAL GOALS
words with long a digraph patterns.
OBJECTIVES
Students will be able to use their knowledge of long a patterns to
fluently read a passage.
VARIABILITY
All of my students learn differently and this lesson was created
following the "Model, Guide, Apply" technique to engage my students
and grasp their attention. On several of my students' IEPS their
accommodations include a human reader, a word bank to reinforce
vocabulary, and extended time. I will read all of the words that are
presented to my students that they have difficultly with as well as give
them extra time to complete the activities.
1.1 Offer Ways of Customizing and the Display of Information - This
lesson is using an ActivInspire flipchart and the slides are available to
students to have and glue into their phonic notebooks.
5.2 Use Multiple Tools for Construction and Composition - The students
are provided a human reader, a word bank, extended time, and any
7.3 Minimize Threats and Distractions - This lesson is taught in a small
group setting to reduce distractions to my students. At the beginning
of the lesson, the small group reviews the classroom rules for sitting on
the carpet, how to use their reading tools, and review the computer lab
contract that is signed at the beginning of every week.
OPENING
Introduction
The students will blend the words on the word list for Day Two, using
10
the same procedure for blending Day One.

After the teacher will display the words; along, both, idea, off,
together, went, walk on the ActivInspire and the students will
practice reading this words to help them recognize the words
automatically so they can read more fluently. The teacher will read
each word and the students will repeat after the teacher.
The teacher will hand out the story Zebra and Snail and have the
students glue it into their phonics notebooks.
DURING
1. Build Fluency with Connected Text
The teacher will read Zebra and Snail to the students. The teacher will
model reading the story first and think aloud when long a words come
along to show the students strategies they can use when trying to
figure out new long a words.
Guided Practice
Continue reading, stopping at other words and asking students what
strategies they would use to read the words.
The students will then take turns reading the story.
2. Spelling Words: sprain, tray, freight
Guided Practice
The students will practice writing the spelling words from Day One in
their word study notebooks. The teacher will introduce the Day Two
spelling words and say the word tray and model spelling it on the
ActivInspire. The teacher will point out the word stay from the Day one
spelling words, and model how to use the word family -ay to spell the
new word and other words in the word family such as play,
gray, and stray. Repeat this with the remaining words and have the
students practice writing the words in their notebook.
CLOSING
Review
The teacher will have the words from the beginning of class on the
ActivInspire to go reinforce the students ability to recognize the words
automatically so they can read more fluently.
Lesson 3
INSTRUCTIONAL GOALS
words with long a digraph patterns.
OBJECTIVES
Students will be able to identify and reproduce multisyllabic words with
11
long a digraph patterns.

VARIABILITY
All of my students learn differently and this lesson was created
following the "Model, Guide, Apply" technique to engage my students
and grasp their attention. On several of my students' IEPS their
accommodations include a human reader, a word bank to reinforce
vocabulary, and extended time. I will read all of the words that are
presented to my students that they have difficultly with as well as give
them extra time to complete the activities.
1.1 Offer Ways of Customizing and the Display of Information - This
lesson is using an ActivInspire flipchart and the slides are available to
students to have and glue into their phonic notebooks.
5.2 Use Multiple Tools for Construction and Composition - The students
are provided a human reader, a word bank, extended time, and any
7.3 Minimize Threats and Distractions - This lesson is taught in a small
group setting to reduce distractions to my students. At the beginning
of the lesson, the small group reviews the classroom rules for sitting on
the carpet, how to use their reading tools, and review the computer lab
contract that is signed at the beginning of every week.
OPENING
Introduction
The teacher will introduce the new idea of multisyllabic words with long
a digraph patterns by reviewing a one-syllable word with long a
digraph patters. The teacher will write the word day on the board and
point out it has one syllable and one vowel. She will then write the
word Sunday on the board and circle the u and ay; pointing out that
the digraph ay stands for one vowel sound. The teacher will explain
that she will divide the word between the two consonants that are
between the vowels: Sun/day.
DURING
1. Multisyllabic Words: Long a Digraphs
Guided Practice
The teacher will write the word explain on the board and guide the
students as they identify the long a digraph and the initial word. The
teacher will point out that there are three consonants between the
vowels, and because pl is a blend, she will divide the word between
12
the x and the p: ex/plain. The teacher will have the students sound it
out, using what they know about closed syllables and long a digraphs.
The students will independently blend the two-syllable words on the
word list for Day Three. The teacher will provide support if needed.
2. Develop Word Meanings
The teacher will write the words way and weigh on the board and
have the students read them. The teacher will tell the students the
words are homophones, which means they sound the same but have
different meanings and spellings and see if they can think of any
examples of homophones. The teacher will explain the meanings of
each word. The teacher will write the words hey, wait,
break, and pray on the board. The teacher will challenge the students
to think of other homophones for the words after providing them
sentences using the words on the board.
3. Spelling Words: complain, obey, raisin
Guided Practice
The students will practice spelling the words from Day One and Day
Two by writing them several times in their notebooks. The teacher will
introduce the new words from Day Three, model how the students can
apply what they know about long a digraph words to the spelling of the
words with more than one syllable and what strategies she would use
to help spell the new word. Using their Spelling Peer Check in their
phonic notebooks, the students will practice spelling their words using
the three columns [first try, second try (if needed), and correct
spelling].
4. Build Fluency with Connected Text
The students will read Kaylas First Fish as a group as the teacher
monitors their reading.
CLOSING
Closing
The teacher will go over how students can identify multisyllabic words
with long a digraph patterns.
The summative assessment of the unit was given on March
27th.
D. Analysis & Instructional Decision Making
Student Achievement
13
Computed Percentages
After the pre-assessment was given, the four students average on
one- and two-syllable words with long a digraph patterns was 35%. The
average on segmenting and blending words with long a digraph
patterns was 49.75%. The small groups pre-assessment average for
the sight words was 84.25%. After the unit was taught, the same
assessment was given but only two of the four students were present. I
computed the pre-assessment averages for the two students who took
the post-assessment and their pre-assessment averages were 25%,
31%, and 78%. Their post-assessment averages for the three subtests
are 65%, 56%, and 81%.
Student IEP Goals and Objectives
Based on the summative assessment,
Student A did not master any of his IEP goals. He was unable to
decode regularly spelled one-syllable words with 80% accuracy,
14
decode two-syllable words following basic patterns by breaking

the words into syllables with 70% accuracy, or will distinguish
long and short vowels when reading regularly spelled one
syllable words with 60% accuracy.

Student B is able to decode regularly spelled one-syllable words
with 80% accuracy and is able to distinguish long and short
vowels when reading regularly spelled one-syllable words with
60% accuracy. He is unable to decode two-syllable words
following basic patterns by breaking the words into syllables with
70% accuracy.
Needed Instruction, Interventions, and Assessment
Student C and Student D were both absent three of the four days
the week that the unit was taught.

A resource staff pulled out Student A on day and completely
missed one day of instruction.

Student A, Student C, and Student D would very much benefit
from being retaught this entire unit because of their absences.
E. Reflection and Self-Evaluation
Student/Skill
Long a
Digraph
Syllable
Patterns (PreTest) 3/3/15
Student A Was
able to correctly
read 2 of 10
long a words;
mail and they
20%
Long a
Digraph
Syllable
Patterns
(Post-Test)
3/27/15
50%
Growth
Student A was
able to apply
what he had
learned about
long a vowel
patterns to
correctly read 5
of 10 long a
words. He
15
increased by
30%.
Student B was
able to apply his
knowledge
about long a
digraph
patterns and
read 8 of 10
words. He
showed a 50%
increase.
Student B Was 30%

able to read 3 of
10 long a
words; mail,
they, playmate
80%
Student/Skill
Segmenting
and Blending
(Post-Test)
3/27/15
50%
Growth
62%
Student B
showed a 25%
increase by
correctly
segmenting and
blending 5 of 8
long a pattern
words. He was
able to apply his
new knowledge
about long a
digraphs to help
him correctly
read 2 more
Segmenting
and Blending
(Pre-Test)
3/3/15
25%
Student A Was
able to read 2 of
8 segmenting
and blending
words with long
a patterns. By
observation, he
was using his
knowledge of
segmenting and
blending and
just happened
to correctly
pronounce two
words.
Student B Was 37%
able to correctly
read 3 of 8
segmenting and
blending words
with long a
patterns. By
observations,
the words he
read correctly
were words he
immediately
recognized. The
other words he
Student A
showed a 25%
increase by
correctly
segmenting and
blending 4 of 8
long a pattern
words. He
correctly read
the 2 words
from the pretest as well as 2
new words.
16
tried to read but

gave up quickly.
Student/Skill
Student A Was
able to read 9 of
16 sight words.
For the students
he couldnt
immediately
recall he tried
sounding them
out and did so
incorrectly.
Student B Was
able to correctly
read all 16
proved sight
words.
words since the

pre-test.
Sight Words
(Pre-Test)
3/3/15
56%
Sight Words
(Post-Test)
3/27/15
62%
100%
100%
The
Growth
Student A
showed a 6%
increase
reading sight
words. He
correctly read
all the same
sight words
from the pretest as well as 1
other one.
Student B did
not so an
increase or
decrease when
reading sight
words.
pre-
assessment was given on March 3rd, the last day of Unit 3. From the
pre-test I was able to see what knowledge my students had about long
a digraphs, segmenting and blending words with long a vowel patterns,
and sight words. The students were then asked to read the exact same
words for the post-assessment on March 27th, after the unit was taught.
The words were written on the Promethean Board for the students to
read aloud to the teacher. The three pictures below are Student Bs
pre- and post-assessments
17
Instructional Strategies and Interventions

Since Halstead is a PBIS school, my students responded very well to
receiving positive reinforcements as a way to stay engaged and
interested throughout the lessons. Whether it was positive feedback
when they correctly pronounced a new long a word, awarding them a
point for staying on-task, or giving them a Panda Paw for answering a
question, this strategy influenced my students learning and kept them
engaged throughout the unit.
18
Future Instruction
A more in-depth summative assessment to measure if my students are
able to apply their new learning in another context rather than just
reading a word
In both the pre-test and summative assessment, once a student

got up to a word they didnt know they tended to shutdown and
forgot to apply what they know to the rest of the words.

Also, I would add a YouTube video about long a digraphs to the
first lesson and play it every day to help better my students
memory of them. Two units ago was Magic E and they still sing
the song from the YouTube video when they come across words
with a magic e on them.
Learning Goals
CEC Standard Principle 1 Learner Development and Individual

Learning Differences In the future, I will use my students IEP
objectives and goals when determining what my summative
assessment will be. I was able to align my students IEP goals
with each lessons objective but did not use their goals when
creating the summative assessment causing some students to
not master their goals.

CEC Standard Principle 4 Assessment In the future, I will
provide my students with opportunities for to be formatively
assessed. By doing so I will be able to get a better idea of what
exactly my students are grasping from each lesson and use the
data to decide where I should take my lesson the next day.

Evidence of Student Learning 1

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Evidence of Student Learning

Planning Cycle for Lesson Plan: Evidence of Student Learning