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Vina Phong
EDCS 647
Literacy Learner Case Study Lesson Plans
In the fifth grade we use a strategy called the ACE strategy. ACE stands for Answer,
cite, and explain and is used for writing a response to a literary question. Mia needs to refer to
the exemplars completed as a class to complete an ACE response independently. Mia receives
instruction with the whole class and a moment to try the work independently. If I see Mia is
struggling, I will give her further directions in small group. Every so than Mia is encouraged to
work at her desk after receiving instructions. The teacher will be checking in on her every so
than while she works independently. Currently in Wonders students are working on background
knowledge. Mia can answer these questions because the class reads the story together. If she
read the text independently her answers would not be as accurate.
Areas of concern for Mia is decoding, syllabication, morphology, vocabulary, and
spelling. Mia can learn digraphs and how to blend words to help her decode paper. O’Connor,
Fulmer, et al., 2005, O’Connor, Bocian, et al. 2013 explained how the BEST strategy for
independent reading was effective for students in elementary school to read multisyllabic words.
Students who have a stronger understanding of phonics are better at spelling. Mia can also learn
how to use context clues to determine an unknown word.
Pre-tests Given and Summary of Test Results
I choose to administer DIBELS 8th edition assessment at the second-grade level. I choose
to administer the nonsense word, word reading fluency, and oral reading fluency to gain
information about what Mia can and cannot do.
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Mia did poorly on the DIBELS assessment. She scored 296 correctly out of 334 letter
sounds. For words read correctly, she scored 66 correct out of 100 words. Test results show Mia
needs practice with some diphthong sounds and silent e words. She scored 54 words correctly
for word reading fluency. This shows Mia's inability to decode multisyllabic words affects her
ability to read words which affects her oral reading fluency. Mia read 225 words and scored 18
wrong for oral reading fluency. The total amount of words read correctly was 207 without any
time restraints.
Based on the results of these assessments, Grade 5 Common Core State Standards, IEP
goals and weakness, and my understanding I choose to give Mia support with reading fluency.
She can read high-frequency words and identify phonemes in isolation. To encourage Mia to
become a successful reader, Mia will practice reading with fluency by completing multiple
repeated readings. I choose this intervention on reading fluency and comprehension because the
test results show these are her areas of need. Studies show rereading a passage will increase their
fluency. If a student rereads the same passage, the student will be more familiar with the words
and be able to recognize them. According to Solis, Scammacca, Barth, and Roberts (2017)
students with learning disabilities or students at risk for academic failure are given multi-
component instruction. They found when they provided students with disabilities text-based
vocabulary instruction engagement and comprehension increased. It is important for Mia’s
reading fluency to increase, however, because she is academically lower than her peers it’s
important to also increase her reading comprehension.
Part VI.
Lesson Foci/Date Objectives Instructional On-going
Materials Assessment
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Read with Students will reread the · Story: Taking DIBELS ORF
accuracy and story first by echo the next step (Oral Reading
fluency to support reading then partner – A fable by Fluency) Progress
comprehension. reading. Students will Aesop (The Monitoring Grade
stop and ask each other Crow and the 2
questions and review Pitcher)
keywords before · Pencil DIBELS WRF
rereading. · Folder paper (Word Reading
· Rubric Fluency) Progress
Fluency: 5.RF.4 Read · Eraser Monitoring Grade
with sufficient accuracy 2
and fluency to support
comprehension.
a. Read grade-level text
with purpose and
understanding.
b. Read grade-level prose
and poetry orally with
accuracy, appropriate
rate. and expression.
c. Use context to confirm
or self-correct word
recognition and
understanding. rereading
as necessary.
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Outline for a Daily Lesson Plan
Students will have their story on their desk with a pencil and folder paper ready. Students will
be asked if they read the story before. Students will be encouraged to look at the pictures in
the text and discuss it to activate prior knowledge. The teacher will cover 2-3 key vocabulary
words in the text. Students will echo read paragraphs in a small group with the teacher.
Date: November 8, 2018
Objective(s): for today’s lesson:
Echo read paragraphs as a small group.
Ask and answer basic comprehension questions about the text read.
Review key vocabulary after the first reading.
Rationale: Students will increase their decoding skills if they have been exposed to the text
beforehand. Echo reading is a research-based strategy to help students decode the text.
Students will be asked comprehension questions and activate prior knowledge to make the
reading meaningful.
Materials and supplies needed:
· Story: Taking the next step – A fable by Aesop (The Crow and the Pitcher)
· Pencil
· Folder paper
· Rubric
· Eraser
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Procedures and approximate time allocated Academic, Social and Linguistic Support
for each event during each event
5 minutes – Have students pre-view
text/pictures to build prior knowledge
5 minutes – cover 2-3 key vocabulary
35 minutes – echo read the story with students
15 minutes – Ask questions and have students
answer comprehension questions about the
text
Introduction to the lesson
Preview the text with the student.
Ask students what they see and to share their
predictions.
Ask students if they ever have seen these If students have no connection, show them
animals before. images of real crows. Ask them of a time
Ask students if they have any connection to when they had to problem-solve.
the text.
Cover 2-3 key vocabulary words.
Helpful reminders: Read sections of the text
OUTLINE of key events during the lesson aloud to students. Choose sections that are
Echo read stories with students. long enough so students must read and are not
able to memorize what you read.
Closing Summary for the lesson
Ask students if it was easier to read the text
after they heard it once.
Ask students did the text makes more sense
after they read it again?
Ask students basic comprehension questions
about the text.
Transition to the next learning activity
Tell students they will be rereading the text
one more time together to draw out more
information. They will be required to answer
additional comprehension questions. They
will also be encouraged to notice it each time
they read, does the text become easier?
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Assessment Academic, Social and Linguistic Support
during assessment
Short term – Oral comprehension questions Prompting and modeling will be utilized. The
Be able to identify key vocabulary words teacher can model decoding strategies during
reviewed by the teacher echo reading. The teacher can also model
how to refer to the text to answer
comprehension questions.
Long term – Students will read a section of After rereading the text, students WPM would
the text and be timed. Students will record increase.
WPM of the given section of the text.
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Outline for a Daily Lesson Plan
Have students review key vocabulary from the story. Students will read the story of the
A fable by Aesop (The Crow and the Pitcher) using partner read the book.
Date: September 9, 2018
Objective(s): for today’s lesson:
Have students partner read with each other.
Ask and answer basic comprehension questions about the text read.
Have students answer comprehension questions that require them to refer to the text.
Have students answer inference comprehension questions that require them to produce
their own answer from their understandings.
Rationale: Students will increase their decoding skills if they have been exposed to the
text beforehand. Echo reading is a research-based strategy to help students decode the
text. Students will be asked comprehension questions and activate prior knowledge to
make the reading meaningful.
Materials and supplies needed:
• Story: Taking the next step – A fable by Aesop (The Crow and the Pitcher)
• Pencil
• Folder paper
• Rubric
• Eraser
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Procedures and approximate time allocated Academic, Social and Linguistic Support
for each event during assessment
8 minutes – key vocabulary words After students hear the key words, they
explanation by students would be able to identify the key words
2 minutes – Predictions correct or incorrect and read it aloud.
5 minutes – Remind students WPM will be
recorded after and the teacher give
instructions. The visual graph recording of students
25/30 minutes – Partner Reading WPM.
5 minutes – Comprehension questions
5 minutes – Partners/Teachers record WPM
on given section of text
5 minutes – Have students share if their
WPM and understanding of the text
improved. Have students share one thing
they learned.
Introduction to the lesson
Students take turns sharing key vocabulary
words with each other.
Have them share if their predictions came
true yesterday.
Review WPM read. Remind students at the
end of the lesson another WPM will be
recorded to see if they improved.
OUTLINE of key events during the
lesson
Students will partner read the story to each
other.
Students will ask each other given
comprehension questions and answer them
together.
Closing Summary for the lesson
Students will ask each other given
comprehension questions and answer them
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together.
Have students complete a timed reading and
record WPM on given section of the text.
Graph WPM results from yesterday and
today.
Transition to the next learning activity
Give some background knowledge of the
next story.
Assessment
Short term – Students will be able to answer
comprehension questions while and after
reading the text orally to each other.
Students can read key words/vocabulary
after reviewing them several times.
Long term – Students will read a section of
the text and be timed. Students will record
WPM of the given section of the text.
