Instructional Program Reading

Name of Student(s): T.G. Context for Instruction:

Initiator(s): Kim Rysemus

Assessment and instruction will occur outside the classroom in the hallway. The hall outside the classroom is always empty and quiet, and there is always an empty desk right next to the classroom. Instruction will occur either at the very start of second hour or at the very end, depending on the lesson that day. The student will be constantly observed during daily lessons and assessed every week or so. Materials needed include Chocolate Fever by Robert Kimmel Smith and the Detailed Prosody rubric. Program Objective: When given a 5th grade level reading passage, T.G. will read 110 correct words per minute, and will score at least 14/16 on the Detailed Prosody Rubric. T.G. will also apply prosody skills to in-class readings. Generalization: Dimension: location/reading environment T.G. should apply and practice correct prosody skills during instructional sessions as well as during in-class readings. To ensure this occurs, sequential modification will be used. Instruction will occur privately in the hallway. Assessment will initially occur privately in the hallway as well, but it will also occur in the classroom during group reading. The effectiveness of this strategy will be monitored by comparing assessments taken privately to assessments taken while in class. Generalization will have been achieved when consistent scores are consistent with one another. Rationale: Reading fluency and prosody are being taught to T.G. to improve her overall reading skills. Since reading is connected to most learning, improving reading fluency will also improve her

grades in other academic classes. She will be more comfortable with her reading abilities. Also, she will hopefully gain a love for reading and find enjoyment in it. Assessment Procedures: 1. Every 5th day of instruction a probe will be taken 2. Student will complete a hot read on the passage from the novel of that specific week 3. Student will be scored on correct words read per minute and prosody Assessment Schedule: To assess and establish the baseline, the student was assessed for three days over the course of a week. Each assessment session lasted less than five minutes. To continuously assess progress during instruction, the student will be assessed after four days of instruction, or at the end of the school week. Assessment will occur during the normal instruction time, either the very beginning or very end of the hour depending on the days lesson. Assessment will continue until objective is attained. Instructional Procedures: Set-up Select a short novel at the appropriate reading level of the student, in this case 5th grade. Chocolate Fever by Robert Kimmel Smith will be used. This story will be used throughout the entire instructional course. Instruction will occur individually, every day for 5-10 minutes. Model reading will be used to demonstrate proper prosody technique. Modeling will start with 12 sentences at a time. The instructor will read a sentence, and then the student will read the same sentence, mimicking the instructors tone and expression. As instruction progresses and skill increases, the length of passages read for modeling will increase. A most-to-least approach will be applied to instruction. Day 1: Timed cold read, score for correct words per minute (CWPM) and prosody Day 2: Model read the same passage from Day 1, then coral read the same passage from Day 1 Day 3: Coral read review the same passage from Day 1, then mini lesson on prosody Day 4: Review mini lesson on prosody, then let the student read the same passage from Day 1 independently out loud

Day 5: Probe, hot read the same passage from Day 1, score for CWPM and prosody *routine for the week, change the passage every Monday (or Day 1), reading through the novel Task Daily instructional sessions will last between 5-10 minutes. Within this time, the instructor and student will read through as much of the story as time will allow. Reading will be stopped for redirection as the instructor sees fit. Stimulus Prompts The modeling strategy will serve as the prompt and will be faded based on progress tracked through constant data taken from assessments. Show student the prosody rubric that she will be assessed with. Explain to her each components meaning and what the expectations are.

Reinforcement (type and schedule): Intermittent verbal praise will be provided to the student throughout instruction. The instructor will use praises such as, T.G. great tone and expression in that last passage, or Good job phrasing the sentence to match the punctuation and feeling of the sentence. These praises will be presented at various times throughout each instructional session. Maintenance: The student will be consistently assessed during 2nd hour, reading. Her fluency and prosody will be monitored during in class reading activities. She will be reminded of expectations with the detailed prosody rubric. Mini lessons on proper prosody will be provided at the beginning of class if her prosody score starts to decline.

Attachments: 1. Skill Sequence

Reading
Comprehension
Phonemic Awareness

Vocabulary Phonics

Fluency

Rate

Prosody

2. Research rationale component Research article component In an article by Hudson, Lane, and Pullen (2005), different aspects of reading fluency and strategies to increase fluency were investigated and discussed. In the article, they discuss the importance of prosody and how it affects fluency rate and comprehension (2005). For the purposes of this instructional program, only the features of increasing prosody were looked at. In terms of assessing prosody, Hudson, Lane, and Pullen (2005), state that prosody can only be assessed and measured through oral reading observations. To establish baseline and monitor progress throughout the program, observations on prosody will be done while the student orally reads a passage from an at-level book. Observations will be guided through the use of a prosody

rubric. The article mentions a similar technique and gives the reader guiding questions for the assessor to ask herself while observing a students reading. Repeated readings are also suggested by Hudson, Lane, and Pullen (2005). The use of repeated reading is a good practice method to increase all aspects of reading fluency. This technique will also be implemented in the program. After the cold read at the beginning of the week, the student will practice repeated readings in a variety of techniques, such as model and choral reading. References Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8). 702-714. Vaughn & Bos component Vaughn and Bos (2012) discuss a lot of similar strategies for increasing prosody and fluency as Hudson, Lane and Pullen (2005). Coral reading is broken down into a procedure for the teacher to follow, which will be used in instruction. The procedure given (pp. 239-240) includes tips to engage the student, role duties for the teacher and student, and closing tips to end the practice. Also discussed by Vaughn and Bos (2012) are the features that make up successful reading practices. This includes plenty of oral reading practice for students, corrective feedback from the teacher, discussion about the text, increased exposure to print, and increased motivation and engagement (pp. 239). All of these features will be incorporated into the instruction. For instance, all practice will be orally, the prosody rubric of expectations will be shown to the student and explained and discussed for clarity, and a brief discussion on progress and feedback at the end of each session. References Vaughn, S., & Bos, C. S. (2012). Assessing and Teaching Reading: Fluency and Comprehension. In Johnston, J. W. (Ed. 8), Strategies for Teaching Students with Learning and Behavior Problems (pp. 232-283). Upper Saddle River, NJ: Pearson Education Inc.

3. Sample data sheet Cold Read Week 1 2 3 CWPM Prosody Score CWPM Hot Read Prosody Score

4. Blank graphs
Percentage of Correct Words

Correct Words per Minute (CWPM)

per Minute (%)

Week

Prosody Score (out of 14)

Prosody Score

Week