1. Matthew KennethPresentation of Winter Term AddSpedStudent Teaching Practice

2. Unit GoalGiven 10 questions about story elements and after a small group readaloud of a 2nd grade instructional level story in a corrective reading curriculum called Decoding Strategies, the students will correctly writeanswers to 8 of 10 questions that demonstrate their understanding of thestory elements, and correctly sequence 3 events. 3. After a review of the student files, observations and instruction of the group, conversations with the cooperating teacher, and analysis of skills being taught in their current curriculum Idecided to focus this on comprehension skills.The work sample group is comprised of five students that are working on building decoding, fluency and comprehension skills through the Corrective Reading Decoding Strategies curriculum. 4. IEP Reading Goals for Reading Group (at-a-The work sample group is comprised of five students that are working on building decoding,fluency and comprehension skills through the Corrective Reading Decoding Strategiescurriculum.The students in the group are all fourth graders. All five of the students read at the second /third grade instructional level and are placed in a second grade reading curriculum. Therefore,all five students are receiving specially designed instruction to support access to meeting thefollowing Oregon 4th grade level benchmarks for reading. The following 4th grade standardsare applicable to this unit:4.RF.4 Read with sufficient accuracy and fluency tosupport comprehension. 5. Pre-Test (excerpt)1. What do we mean by the word character when talking about a story?(Choose a., b. or c. and put that letter in the space.)__________a. time and place of the story 6. Pre-test Data(on a 10 question pre-test)student Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q 10 TotalcorrectBM*** 3/10FM** ***5/10JM** *3/10AW ***3/10ID *****5/10 7. When given four vocabulary words/concepts(character, setting, event, sequence of events), thestudents will match the correct definition of each with100% accuracy. 8. Probe for Sequence Step 1. setting __character __event __sequence __a. Person, animal orb. Time and place of the c. The order in which d. Something thatliving thing that doesstory. things happen.happens in the story.something in the story. 9. Lesson PlanLesson Topic: Word decoding, word attack and word and whole textcomprehensionLesson Objective:When presented with a story from a lesson from the DecodingStrategies (Corrective Reading curriculum), the students willindividually read and answer questions about the four story elements(setting, character, event, sequence of events) until mastered (100%) 10. Lesson PlanLets review last lessons story. I will read from it.As I read, listen for character, setting, event andsequence of events. As you hear them, write themin your story map.Afterwards I go over their story maps with prompt/teachercopy on ElmoGreat! I will collect these. Lets start todayslesson. 11. Story Map (review/beginning of lesson) 12. Lesson PlanThe words below are posted on the Elmo.railmainsailbaitLets say these words together(above words).Now lets read them individually.Open your student books/hard books to Lesson 36. Touch part 1.Say the sound, then the word. Go.1.sleeving fresh store slabs scorecheckers slap chomp gromp 13. Lesson PlanBody of Lesson Part 3 (word attack/comprehension/story elements)Students take turns reading to the end of the part 1 of textI ask them the following comprehension questions:Who can name one of the characters? Remember that character is a person or animalor living thing that does something in the story. (Rop/Chee)Who can name the other character? (Rop/Chee)What is the setting of this story? Remember setting is where and when the storyhappens (Sleeve Plant)Students take turns reading to the end of the part 2 of textI ask them the following comprehension questions:What was the first event in the story? (Seeing how fast they could eat)What did Rop tell the worker to get? (2 slabs of meat that were the same.Why did the slabs have to be the same weight? (so it would be fair) 14. Lesson Plan Body Of Lesson Part 4Closing/Transitions:Good job today everyone. You got through a lot of words and thestory! Stay seated please. Keep your books open to the storyI explain probe.They are to match the story element term with the appropriate excerpt of text from the storyFollow-up Activity:I hand out exit slips (probes)When youre done, leave them on your desk. This is your exit slip that lets you lineup toleave the classroom.I will give you your Shadow bucks as you leave. 15. video 16. Weekly Interpretation of Learning Gains (week 1)What I would have done differently would have been to give him a slightlymodified review/story map and probe and differentiated his instruction bygiving him more opportunities to respond verbally instead written.Because JMs present level of performance is lower on average than hisclassmates for decoding, fluency and comprehension, I should havedifferentiated instruction for him by going over vocabulary words with himahead of time to check for more thorough comprehension.I would have given him opportunities to read for me individually so that I couldemploy a more thorough corrective feedback procedure.Because of his slower reading speed and lower word attack skills I would havegiven him less text to read and gone over story elements more thoroughly andreviewed them more thoroughly each day at the end of class or as a pull-out,outside of reading group. 17. Post-test DataBM * * ** * * * * * * 10/10FM * * ** * * * * * * 10/10JM * * ** * 5/10AW * * ** * * * * * * 10/10ID * * ** * * * * * * 10/10BM * * ** * * * * * * 10/10 18. Pre/Post Test Graph 19. Reflection (unexpected events)There were so many unexpected events. The first one that comesto mind is the first day of the unit. It was Valentines Day. Therewill always be days when students have special functions atschool or special holidays when students are distracted by otherthings.The outcome of this was good practice for my emerging behaviormanagement skills, for effective redirects, prompts, andcorrective feedback. 20. Reflection (Routines)The reading group is accustomed to their routines and any break intheir routine is a learning experience for me to determine how best tofocus on the routines that are still in place.Changes in routines also gave me the opportunity to be flexible andwork around those changes. I learned to validate their distress over anychanges and to remind them that it is only a temporary bump and thatthey will be back to their regular routine again.I also stressed that learning to be flexible is as important to me as it isto them and that its an important life skill to have. 21. Reflection (Changing something that isnt working) One challenge for me during the unit was understanding why thestudents did not follow a consistent upward trajectory toward masteryof story elements as evidenced by the probes I gave them. I tried changing the probe and when I realized that wasnt workingI changed the way I gave the probe. The data showed that I needed totry something else so I did. Once I did the probe in a quiet, distraction-free one-on-one setting, the correct responses came from them morereadily. 22. Reflection (keeping/tracking data) I learned the importance of keeping data andtracking student progress. The use of both the story map and probe wasinstructional for me because I realized by looking attheir answers on the story maps and seeing trends intheir progress I could adapt and change the lessondelivery to maximize their learning potential. 23. Reflection (additional uses of skill andgeneralization)When a person understands basic story elements it makes reading moreenjoyable because this makes it easier for the reader to understand what isimportant in the story.Understanding story elements allows a reader to organize or map the storythey read by story elements, which I see as the basic building blocks ofcomprehension.This is perhaps as important as decoding and phonological awareness forgaining meaning.Additionally, I feel that knowing story elements allows students to understandother genres of literature or even describe their favorite comic book, movie orfilm better.Being a successful reader means being a lifelong reader. 24. Reflection (The implications and recommendations )The implications and recommendations that come to mind for instruction afterthe work sample are reading standards/benchmarks for the 4th grade.My unit touched on benchmarks that ask the student to refer to details andexamples in a text when explaining what the text says explicitly and whendrawing inferences from the text.This gives them good practice for looking closely for other details for otherpurposes.Another benchmark asks the student to describe in depth a character, setting,or event in a story or drama, drawing on specific details in the text (e.g., acharacters thoughts, words, or actions).My unit taught these concepts explicitly and directly. These benchmarks arewithin their reach because they are closing the gap between their grade-level(4th) and present level of performance at the beginning of the school year(2nd-3rd grade). 25. Reflection (Behavior Management) Its ongoing and never without effort but at the same time it isnever without rewards.With this group of students impacted by ADHD and/or LD, thechallenges they have modulating their activity level make it difficult forthem to focus, attend, stay on task and this in turn leads to behavioralchallenges.The result of this difficulty is often a stumbling block towardacademic achievement. Giving tools and strategies to help studentsovercome this stumbling block is key to academic achievement.Without behavior management, the learning environment iscompromised and achievement is compromised. 26. Reflection (Transitions)I learned is how important it is to help students with transitions.I realize now that students with ADHD and LD often can have adifficult time with transitions.I learned how to effectively signal an upcoming transition and toremind them what steps are involved in that transition.Transitions give students time to switch gears and get ready forthe next thing they will attend to. 27. Reflection (one-on-one support and additional opportunities to respond) I learned the importance of finding time to work one-on-onewith students.It is really remarkable how much more a student can attendto when there are not other distractions around them.However it is also important for students to get some of theirinstruction in a group setting as this is an important life skill andin fact is how most people receive their education post highschool. 28. Reflection (Accomodations) Another thing I learned is the importance oflimiting the information they are exposed to chunksthat can be easily digested. Clear, concise steps is key. Focusing only on onestep at a time keeps students from feelingoverwhelmed and tuning out. limiting information being processed at one 29. Reflection (modulating energy levels/calming)My CT made a good case for the need for students tomodulate their energy levels.She showed me how to engage them in quick breathing andcalming activities that work well with them.When I did this with them I saw a noticeable improvementin their ability to attend to instruction. I will continue to dothis in my own teaching practice. 30. Reflection (Taking and keeping control of the situation)I learned the importance of telling not asking and using Istatements. I learned from my CT how to have a strongerpresence and be clear about expectations and firm with myredirects.Another thing I learned is the importance of a quick and efficientpace. The pace isnt about covering content or rushing througha lesson but rather it is about keeping their attention and notlagging. They have a lot of energy and they respond best to aquick pace and it makes the lesson go more efficiently 31. Reflection (transitions)I learned that even though the lesson is over they still need to bereminded to put cubbies away and push chairs in because theresalways another group that follows.The end of lesson is as important as the beginning of lesson interms of transitions.Also, it shows consideration for other students and sets the stagefor a successful lesson to come. Being considerate and respectfulof others is a good life skill to have and promotes responsiblecitizenship. 32. Reflection (Direct Instruction)A goal area I set out to work towards professionally is the use and mastery of adirect instruction curriculum.I learned how to use a direct instruction curriculum for both my reading andmy math group. Theres an art and a challenge to using such a curriculum. Theart is to enhance it and supplement it but still maintaining its efficacy. Thechallenge is to make it engaging for the students.However I do understand its merits as it is backed by research and has beenshown to be effective in teaching to special needs populations. 33. The EndThanks for viewingand thanks forlistening!