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Eboni Cumberlander-Literacy Learner Analysis 1
Case of A
Unmotivated Literacy Learner
Eboni Cumberlander
TE 846: Accommodating Differences in
Literacy Learners
Eboni Cumberlander-Literacy Learner Analysis 2
I. Brief Background and Reason for Project Focus
Literacy foundations can be very difficult to find in a student whom you have very little
information about. Sometimes you can get false information if you try to transition a new student
too soon. After seeking the areas in which this student needed focus on I decided to put a greater
concentration on the area of reading fluency and text comprehension. This student is new to the
school as well as I am. We are both finding out what works for us in this new learning
community as well as what does not work. This is a new experience for the student Braylen, as
well as myself as a new teacher. Braylen is a six year-old first grader that is new to the school
setting. Braylen had been home for kindergarten by his grandmother who is a retired teacher.
There were practices that she used to keep him motivated that he thinks will available in school.
For example, when he was home schooled there was a lot of allowing him to complete tasks
whenever he pleases as well as leaving work unfinished and watching television instead. He also
was able to use the computer as he desired without any assistance to search many questions that
he was confused about. He is a very bright student and loves to find out new information.
However, the learning environment from which he came from was not a structured place. Now
that he has entered a more controlled environment he has a difficult time focusing on his reading
and comprehending what he has read.
Braylen is a great candidate for this project because though he isn’t a struggling reading
his low reading fluency affects his reading comprehension level. Oral reading fluency is very
important at this level as skilled reading depends on the ability to recognize words quickly and
effortlessly. This has affected him because he uses too much of his processing trying to read
individual words that it delays his capability to comprehend what is read. Learning how to
perform a task or activity is rewarding and will motivate students more than grades do.
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II. Home and Family
Braylen read and writes when he wants to. His mother is a single mother however his
grandmother who home schooled him is a retired teacher. She has many of the necessary
supplements needed to increase reading fluency and comprehension. Braylen has a great deal of
access to reading books and writing notebooks. During his home schooling he was mostly
introduced to sight words and simple addition and subtraction. Blending, decoding and word
knowledge were areas that weren’t focused on great deal. Braylen is an only child and usually
gets his way. We have a weekly story in which I asked to be read daily. Braylen isn’t instructed
to do this by his mother daily but he does it voluntarily when he wants to. She insists that he
knows how to read and indeed is true; however his fluency level isn’t where he should be at his
grade level. Reading daily isn’t a regular routine for his family which hinders his fluency as well
as understanding what he reads.
III. Emotional Climate
In my current classroom environment I always encourage students that we are learning to
take responsibility for our choices as well as our property and school academic. I try to
remember that they are still very young. However, they know the difference between good and
bad choices. In my classroom we are a team and I encourage them to operate as one during work
assignments as well as outside of the school environment. My classroom promotes independence
by having students hold responsibility for certain tasks in and around the classroom. Daily they
are responsible for bringing their behavior notes back to school with a parent signature, placing
homework in the appropriate tray and taking care of their daily job duties. These are things in the
classroom I expect the students to do independently without any guidance from the teacher.
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They know where to look if there are any questions and we have clear established routines that
they do rely on greatly. It is very seldom that I stray from our procedures because they rely
heavily on them however I let them know that changes occur in life and we have to adapt. As a
class we practice cooperation by taking turns and being respectful of each other in groups. We do
a lot of cooperative learning and we always have to rotate the roles that each student plays. It is
very important so that students to understand that in order to work together as a team you have to
cooperate and be very aware of others feelings and opinions. Risk-taking is greatly encouraged
as I promote challenges in our weekly spelling words. The students get weekly spelling words
however I add on tens words that are more difficult than the spellings words and they really
enjoy them. They get a special reward if they get the spelling words in addition to the challenge
words correct. I also give them spelling dictation sentences in which they are tested on as well.
The classroom climate is very caring as I try my best to establish a relationship with my students.
I ask them about their interests and try to relate that to some of my lessons. I try to make it to
games outside of school just to show my support in the areas that they enjoy and are well at. I
believe that if your students know that they you value your interests and care about them they
will want to impress you by always doing their best in school. The characteristics of the student
as they engage in literacy activities, is to be aware of what is being read, attentive as we are
reading and expressive in classroom discussion.
IV. Literacy History
Braylen has seemed to have instructional challenges as far as staying focused on the tasks
that he has been assigned. Braylen had be previously home schooled and that has a lot of effect
on his attention span and focus in the classroom setting. It is very challenging for him to sit for a
long period of time and complete assignments. This is challenging for him because he is used to
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being at home completing assignments whenever he wants to. In the classroom I make adjusts as
far as time constraints for those students who need extra individual assistance for small groups
and individual learning plans (IEP). However, Braylen is encouraged to complete assignments in
a certain amount of time because if he isn’t he will not complete the assignment at all. Braylen is
very quick to talk about video games out of the blue while he is expected to be completing an
assignment. He is seated directly across from my desk so that I can verbally redirect him to the
tasks at hand. Often he is only motivated by special classes, recess or computer time. The
pressure of having to sit still and not play is something that challenges Braylen in order for him
to get assignment complete in a timely manner. Braylen’s parents seem very aware and receptive
to his literacy learning. I talk to his mother daily about him being focused and his reading
comprehension level. She is aware the structure of the classroom environment is very different
from the home and that it is an adjustment for him. In regards to literacy the family really relies
on hi relaying verbal answers towards readings. I have talked to his father and his told me that he
really does not have him write the answers for reading comprehension. He plays a lot of video
games and spends a lot of time on the computer. The habits are go home play video games and
then do homework. There is very little structure in the home when it comes to literacy and
extending learning. His mother works late nights so much of the work is done when she gets
home.
V. Tests Given and Summary of Test Results
Three tests for giving to exhibit Braylen’s oral reading fluency, DIEBALS test and
written reading comprehension. The oral fluency assessment was administered as an on-going
assessment where it is a weekly passage that he hasn’t read before however it has many of the
necessary sight words and phonemic sounds. The DIEBALs test was for the student to identify
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nonsense words, phonemic sounds and letter recognition. The reading comprehension tests were
administered from our weekly stories. The reading comprehension tests were given after we read
the story in class, discussed the characters, plot, settings and events. We thoroughly dissect the
week’s story as a class and it is recommended at home. Oral reading whole-class was also done
to practice oral fluency and word recognition. Oral fluency of the passages was given weekly.
During the tests the goal was to access knowledge of fluency and reading comprehension.
Four separate test were administered to identify with what Braylen may possibly need to become
a more focused and fluent reader. These test were (1) DIBELS: Letter naming Fluency (LNF),
Phoneme Segmentation Fluency (PSF) and Nonsense Words Fluency (NWF) to understand the
areas in which his fluency requirements can be met. (2) Star Early Literacy Reading Test
(Renaissance Place). (3) Open Court Oral Reading Assessment to address fluency in a reading
passage. (4)Open Court Decodable book for reading and comprehension.
DIBELS Fluency
During the DIBELS fluency test each segment required for me to clearly explain my
expectations for the students without given too much away. This was first administered because
these are areas of kindergarten that students are expected to be aware of in their reading. We
began with the letter naming fluency (LNF). Braylen was given one minute to orally name each
letter in a list of 64 single standing upper case and lower case English letters of the alphabet. As I
followed his oral answers on the computer his letter recognition was fairly well. After the minute
was up results were clear that he knew his letters but the pace at which he stated them weren’t as
fast as he should be at the second grade level. The few errors that were made was a commonality
I’ve encountered before which was stating that the lower L was an upper case I. There were
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some instances where there was some self-correction. When he encountered lower case b the
said d then corrected himself.
The Phoneme Segmentation Fluency was administered where Braylen was asked to
segment a word for every phonemic sound he could hear in it. I was so click each area as he
orally said the correct phonemic sound. I read the directions clearly from the computer
prompting Braylen to begin however he was still confused. We stopped and started over with
slower and more direct instructions and examples. After restarting Braylen began the phonemic
segmentation of words that only had 3 syllables. Those words that were more than 3 syllables he
still segmented them in 3 syllables. 3 syllabic segments were a pattern he encountered and
deciding to stick with. The pace at which he orally gave answers along with his focusing on the
task had a lot to do with the performance results. Focusing on task is a difficult area for him even
in a quiet and secluded environment.
Star Literacy is a school wide administered test that students take with the reading
specialist with very little guidance. After being given a demonstration on how to use the
keyboard or mouse, what the questions look like, how to hear a question repeated, and how
to select an answer, students can test independently. Continual adjustment of subsequent
questions as the student responds quickly pinpoints the test-taker's actual achievement level. The
test assesses 41 different skills sets in different areas ranging from Word Knowledge Skills,
Comprehension Strategies and Constructing Meaning. The result from this test was as follows.
He was ranked number 17 out of 25 students in the class. He received a scaled score of 750
which labels him as a transitional reader. As a transitional reader level he is doing well with
basic concepts about but not yet a fluent independent reader. His lowest score was in Paragraph
Level Comprehension where he scored 63 out of 100.
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Table 1
AP CW VS PA PH SA VO SC PC EN
89 92 93 71 74 67 76 72 63 86
AP: Alphabetic Principal PA: Phonemic Awareness VO: Vocabulary
CW: Concept Word PH: Phonics SC: Sentence Comprehension
VS: Visual development SA: Structural Analysis PC: Paragraph
Comprehension
Oral Fluency
Realizing that fluency is an area of attention an Open Court Oral fluency assessment was
administered. There was a running record as for as self-corrections and errors, merely following
the reading fluency track. The first oral reading Animal Homes, Braylen read 62 WPM, with 1
self-correction. The 1 correction was saying the in replace of they. This was administered as a
pre-assessment. All the readings are cold readings meaning they are reading the students haven’t
been exposed to. Braylen did fairly well even though the expected reading level is 82 WPM.
There were 2 separate oral fluency assessments given, Family Reading Time where he read 70
WPM with 0 errors and Old Shells where he read 66 WPM. Each selection was more difficult
than the one before.
Table 2
Test WCPM
9/16 62
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10/26 70
11/20 66
Reading Comprehension
To practice reading comprehension we read an Open Court Decodable Book called The
High Street Parade. Braylen read the book to me first orally. The pace was very slow and there
was no stopping at punctuation marks. When reading, there was no expression when coming up
on exclamation and question marks. After reading the questions that were asked were (1) what
happened in this story? (2) How did the children feel at the beginning of the story? How do you
know? (3) What makes the children want to have a parade? (4) Everyone liked the parade. How
do you know? (5) What will the children plan for nest Saturday? We read the question together
and I had Braylen write the answers to the question by writing the answers. He was directed to
look back at the story if needed. After twenty minutes he only answered number 1. I allowed
him to read the story to me again orally and answer the questions orally. Braylen answered the
questions about what happened in the story leaving out some details but all the questions he
answered as well but were not i complete sentences. It was clear that he understood the story but
rather orally explain the answers than write them. There wasn’t very much detail to the answers.
VI. Lesson Plan Matrix
Lesson Foci/Date Objectives (include including performance, conditions, and criterion. State the Common Core State
Instructional materials (what will use to deliver the main objectives of the lesson)
On-going assessment (to measure attainment of objectives)
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Standard at the end of each objective.
Dec 4 and 7 Student will read a selected story and answer comprehension questions about the story by typing the answers on a computer word document.
RL. 2.3 Describe how characters in a story respond to major events and challenges.
RF. 2.4a Read grade-level text with purpose and understanding.
The open court anthology, reading comprehension test, computer word document that already has the questions to that are to be answered on it.
The on-going assessment will be a reading log that exhibits that the student is reading at least 10 minutes per day and must write about their favorite part and favorite character and why.
Lesson Foci/Date Objectives (include including performance, conditions, and criterion. State the Common Core State Standard at the end of each objective.
Instructional materials (what will use to deliver the main objectives of the lesson)
On-going assessment (to measure attainment of objectives)
Dec 4 and 7 Student will read an unfamiliar reading assessment on one attempt at the rate of at least 75 WPM.
RF. 2.4b Read grade-level text orally with
Open Court Oral reading Assessments at grade level, timer, and two separate copies of the selection.
The oral fluency assessments are administered throughout the year. With Braylen I am looking for the tone of expression and pace
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accuracy, appropriate rate.
to improve.
VII. Reflections on Your Differentiated Literacy Lesson Plans
I believe that the reading instruction made a meaningful contribution to the student’s
overall reading progress. As related to him past literacy history technology plays a huge part in
previous home schooled education. Though the classroom isn’t equipped with all the technology
I would have liked I sought out those that would be very beneficial to the student. I tried my best
to relate his outside home experience to that of which he encounters in the classroom. I know
that the classroom climate is a climate that he wasn’t familiar with and he was really in a new
space and surroundings that was far from boring to him. It was not only his first year at the
school but his first year in a school building, classroom and setting. I know that his reading
progress is overall improving because I notice him being more focused during read aloud and
popcorn reading. During class discussion he is actually able to give me verbal answers. During
the reading lesson when Braylen was able to listen to the story I could see his motivation towards
reading was more engaging. I supported the students’ learning and success by taking in account
his best ways that he has learned from his past. He is great with computers so I allowed the test
to be taken on the computer where he can type some of his responses instead of writing them.
Mandel-Morrow and Gambrell (2011), “When reading or listening to a story, we teach children to
be involved in pre-reading activities to prepare for text comprehension”. (78.) This was
something that worked every well for Braylen. He enjoyed the listening center for the story.
There was a critical moment during my reading lesson when students were reading in partner
groups and Braylen was working with a student who was lower than him in oral fluency. He felt
very confident and often helped the other student understand. This was a moment in my lesson
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that I saw Braylen be a leader and share his confidence. I took that confidence I saw and let it
guide me in the direction to have him complete the comprehension questions. I have evidence
that the student achieved the goals because of the completion of the assignment. Often on past
tests, Braylen would not complete the comprehension tests but this one where he did some on
paper and on the computer was all complete. He lacked complete sentences but he finished the
test. If I were to teach this lesson again I would address the pacing and transitions. I think that we
spent too much time in a day with the story where I should have spaced the reading and test
through the week rather than a day. I expect so much reading of the story of the week to be done
outside the classroom I have to remember that it may not be occurring. We read the story
everyday however during this lesson a lot was done in one day.
VIII. Recommendations to Teachers and Parents/Caregivers
After completing this study a lot can be into increase oral fluency and reading
comprehension. First, it is very important to relate the lessons to students’ interests. There are
many ways in which students enjoy to enjoy reading. At this rate being able to have a choice is
something that will open up their minds to options to increase their reading. Having the student
read daily and often will increase oral fluency. You want to make sure that no matter what the
student is reading to ask them questions related to the text. This will ensure that the reader has
understood what they’ve read. Often we focus so much on fluency that the comprehending
portion is left out. Explore other options to the usual “reading the story.” You can try listening to
the story, jigsaw, or pairing. Cooperative learning helps the students with working together and
sharing the responsibility of being able to read his/her part. Pairing students in high/low groups
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will allow both parties to benefit from the skills in which they could possibly lack. Getting help
from peers may be more motivating that getting help from the teacher. However with that being
another recommendation is to establish a relationship with your students where the teacher and
the parent are on the same team which is to improve the students reading and comprehension.
With these recommendations you will be able to help the students advance in reading and
literacy.
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IX. Appendices of work
Outline for a Daily Lesson Plan
Date: December 4, 2012
Objective(s) for today’s lesson: Student will read a selected story and answer comprehension questions about the story by typing the answers on a computer word document.
Rationale (Explain why this content and/or skill is important and worthwhile, and how you will work to make it relevant to your students’ lives):
Students will benefit from comprehending a reading selection because it assesses their understanding of the passage. Reading comprehension is what allows the reader to interact with the text in a meaningful way.
Materials & supplies needed: Open Court Anthology Book, Open Court Anthology tape, pencil, paper, computer, timer, radio,
Procedures and approximate time allocated for each event
• Introduction to the lesson)
“Braylen you know since school has started we have been doing these tests (show test) about the stories we’ve read. Do you like some of the stories? I hope so because I enjoy reading them you. Do you have a favorite story so far that we have read? Why did you like that story so much? Well I hope you were able to share that story with someone at home. I’m sure they’d like to hear that as well. Well today
Academic, Social and Linguistic Support during each event
Write 3 reasons why using the computer can be beneficial.
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we are going to take another test oh this week’s story however Ms. Cumberlander has noticed that writing the answers down can sometimes be kind of uneasy for you so we’ll try using the computer today.
2 minutes
• OUTLINE of key events during the lesson
1. Have Braylen listen to the story at the listening center. Did you like hearing that story? This was the first
time we’ve heard this story we will read it a few more times and discuss some of the events that happened later.
2. After he listens to the story we as a class will read it aloud. Make sure Braylen is following along and reading
aloud. Ensure that he is using his finger a guide to help
with fluency during the class read aloud.Discussion Questions
Why did you think she wanted to practice in front of everyone?
Why did she want to learn how to read?
Why was her mother so proud of her?
Does reading come easy?
Why do you think she kept on trying?
3. Braylen will then read the story with a partner.“In your groups complete a story map. On the story you will tell the setting (where the story took place), the characters (the people in the story), the problem (what was wrong) 3 middle events (something that happened first, second and third), the ending (how was the problem solved)”.
“Work together neatly, take turns and look back at the story to find the answers”. Remember to reread the page for better understanding of what is happening.
Write 3 ways the computer can be beneficial.
Set goal for how many times to read the story.
Have the student read the story in groups to practice cooperative learning and taking turns for understanding.
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4. I will then have Braylen read the story to me during workshop time.
“I know what we have read this story already but I would like you to read the story to me”. I know that you have read it at home to because I gave homework so do your best and read.
40 minutes
• Closing summary for the lesson)
“At this time we will take a reading comprehension test on some of the things we read together and independently.” You may look back at the story for help. Remember to read the entire page for clarifications on a certain questions. Use complete sentences as well. “Are there any questions?”
Escort Braylen to the computer center where the questions to the test are already listed on the computer.
“Braylen you will be timed for this however you will need to try your best and finish the most you can.”
30 minutes
• Transition to next learning activity
As we read this story so many different ways, you have to understand what you read but also pay close attention. When we read we want the words to flow and later this week we will have another oral fluency assessment to practice the flowing of the words we are reading.
3 minutes
Encourage Braylen to ask questions as he is reading.
Sound out words that seem unclear.
Infer what the meaning of the word is by using context clues.
Encourage fluency.
Double check to make sure Braylen has full understanding of what is expected.
Assessment Academic, Social, and
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The reading comprehension test which is usually a written test was adjusted to fit Braylen’s needs where he was able to administer the test on a netbook computer.
I will look for completeness and pace. I will use what I am learning to motivate the student to stay focused on tasks in the classroom.
Linguistic Support during assessment
Outline for a Daily Lesson Plan
Date: September 16, October 26, November 20
Objective(s) for today’s lesson:
Student will read an unfamiliar reading assessment on one attempt at the rate of at least 75 WPM
Rationale (Explain why this content and/or skill is important and worthwhile, and how you will work to make it relevant to your students’ lives): Oral fluency is very important in reading and comprehending. Braylen needs to read for better understanding and practicing fluency could increase that.
Materials & supplies needed:
Open Court Oral reading Assessments at grade level, timer, and two separate copies of the selection.
Eboni Cumberlander-Literacy Learner Analysis 18
Procedures and approximate time allocated for each event
• Introduction to the lesson
“Remember last week when we talked about how we were going to practice fluency or how well we read our words smoothly. You read well but we want to get even better. Remember practice makes perfect. When you come across those words you aren’t sure of remember to sound them out the best you can. Blend the whole word. I’ll help you if needed but the more we do oral fluency assessment the faster you will get at reading.”
2 minutes
• OUTLINE of key events during the lesson
1. Administer Open Court Oral Reading Fluency Assessment
“Here is a story I would like you to read out loud for me. I am going to listen to you read and take some notes. The notes I take will help me learn how well you can read.
“Are you ready? You may begin now?
2. Record CWPM (correct words per minute) on chart.
“I am going to keep track of you progress by marking how many words you read correctly in one minute each
Academic, Social and Linguistic Support during each event
Make sure directions and expectations are clear. Ask him to repeat them.
Remind him to follow the passage with his finger.
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time you read this story.”
“Are there any questions?”
Start timer as soon students starts to read. Correct student only when he doesn’t know a word and blending the word isn’t working that well.
What happened in the story?
Who were the characters?
Where did the story take place?
I will have Braylen tell me verbally the answers to the questions.
I will administer the oral fluency 3 times once each month.
10 minutes
• Closing summary for the lesson
“You know reason we want to increase fluency is so that we can practice reading faster”. You read very well but we want to get faster. Now you at __ words right in one minute. We’ll practice this again but remember practice makes perfect! You’re doing great; let’s take a break to go to the restroom.
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• Transition to next learning activity
Assessment
This assessment is an on-going assessment. I will track Braylen’s oral fluency rate as well as encourage his family to read daily and often at home.
Academic, Social, and Linguistic Support during assessment
Follow up with student and family of progress of oral fluency rate.
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X. Bibliography
Allington (2011) in Samuels & Farstrup (2011), chapter 8 “Developmental Changes in reading Comprehension for Assessment and Instruction” (p. 186-214)
Good, R. H., & Kaminski, R. A., & Dill, S. (2007). DIBELS® Oral Reading Fluency. In R. H. Good & R. A. Kaminski (Eds.), Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: http://dibels.uoregon.edu/
Mandel-Morrow, Tracey, & Del Nero (2011) in Mandel-Morrow and Gambrell (2011), chapter 3: “Best Practices in Early Literacy: Preschool, Kindergarten, and First Grade” (p. 67-95)
Renaissance Place. (2012).
https://hosted219.renlearn.com/385183/Public/RPM/Login/StudentLogin.aspx
SRA/McGraw-Hill. (2002). Open Court Reading Diagnostic Assessment. “Animal House” (p.95)
SRA/McGraw-Hill. (2002). Open Court Reading Diagnostic Assessment. “Family Reading Time” (p.165)
SRA/McGraw-Hill. (2002). Open Court Reading Diagnostic Assessment. “Old Shells” (p. 167)