srbi guided reading summary writing intervention · srbi guided reading summary writing...

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Caption

While writing my lesson plans for the SRBI project, I made sure to understand the goals,

benefits, and used of assessment-including its use in development of appropriate goals,

curriculum, and teaching strategies for young children (NAEYC 3a). During my instruction of

writing a summary lesson, I implemented different styles to gain attention, keep focus and assess

the learning of all students in my group. Beginning special education professionals select and use

technically sound formal and informal assessments that minimize bias (CEC 4.1). I conducted a

pre-test and post-test on their writing pieces and objectively scored them in a DRA rubric.

SRBI Guided Reading Summary Writing Intervention

The guided reading groups that I worked with for these writing summaries lessons were

formed by my cooperating teacher in an inclusion, second grade classroom at a regional magnet

school. My cooperating teacher created the guided reading groups based on the children’s current

DRA 2 scores. These groups often change when the scores are updated throughout the school

year. I was responsible for guiding one guided reading group but planned for all six groups. Each

group is reading at a different alphabetic level. For five weeks I worked with the students on

writing a summary (not a retell) based on different fairy tale books being read in each reading

group.

I did not choose or develop a common formative assessment for this lesson on my own.

My cooperating teacher shared with me the rubric from the DRA Pearson book which she uses

frequently when assessing student writing pieces. This rubric is based on 3 different indicators

(sequence, characters and details, vocabulary) and each indicator can be awarded points 1-4 (4

being the highest). The highest possible raw score is a 12 and the lowest is a 3 or incomplete.

The rubric was used during week one when assessing the pre-test of writing summaries on

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Goldilocks and the Three Bears. It was then also used on week five when assessing the post-test

of writing summaries on Goldilocks and the Other Three Bears.

After reviewing the pre-test data from the summary rubric scores, the results indicated

that the majority of the students in the class could not accurately write a summary of the story.

The lowest overall was 25% and the highest was 75% out of 21 students (1 absent). When

having a conversation with the whole class, I learned that students were familiar with a retell, not

a summary. I reviewed the 7 main elements of a summary (the main characters, in the beginning,

the setting, next, then, after that and in the end) and that each part should be one to two sentences

including only the key parts from the story.

There are twelve students listed for special education plans which include: 5 child study

team (CST), 1 504 plan (504) and 6 individual education plans (IEP). For the purpose of this

assignment, I chose to analyze 5 students based on their interventions and support needed to

complete a summary after I conducted a whole class discussion about writing a summary. First, J

is in the lowest reading group and has an IEP. His pre-test score was 5/12 or a 41 % which is

below the average percent of the whole class. His strength was remembering a few key

characters in the story and he was able to list a few events that took place. J has a very limited

reading and writing word repertoire. J needs to work on putting more details in his writing. He

frequently has books read aloud to him and his writing is often scribed.

Next, there is D who is in a lower reading group and has a child study team. D scored a

6/12 or 50 % on his pre-test summary which is slightly above the average of the class. His

strengths were listing a few of the main characters and key events from the story; however, he

had more information than needed. D’s writing was basic and needed more details about the key

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elements of the story, not the whole story itself. His pre-test was closer to a retell than a

summary. D needs to improve on organizing key elements and details in the story. D frequently

rereads sentences when making an error and points along when reading or listening to others. D

refers back to the text when writing his summary if available.

JD is in a lower level reading group and has a child study team as well. He scored 4/12 on

the pre-test which equals 33 %. His percentage is lower than the class average. JD could recall a

few events but they were generally in random order. He talked about characters using basic

pronouns and his details were limited with general terms. JD was often distracted and needed

reminders to complete the summary writing task. JD needs to work on sequencing the events in

the story, recalling key characters and details as well as sustaining his attention. JD often has an

adult scribe for him when there is writing involved and receives gentle reminders to finish his

work.

A is in one of the lowest reading groups and has an individual education plan. A got a

score of 3/12 on the pre-test summary (25%) and when looking at the class as a whole, she

scored lower than the average. A only included a few events and details from the story and used

general vocabulary in her writing. A also used general pronouns when talking about the

characters in the story. A needs to work on providing more details about key events in the story

and recalling the characters by name. During reading group, A sometimes needs scribing when

there is a writing task and requires a few gentle reminders to finish the task at hand.

E is also in one of the lowest reading groups and has an individual education plan. For the

pre-test, A received a score of 4/12 or a 33%, showing that she scored below the average of the

class. E has difficulties writing on the lines and keeping her handwriting legible. In her pre-test

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summary E included a few events from the story but used minimal details and referred to the

characters as general pronouns. E needs to work on expanding her vocabulary and providing

more details and events from the story in the correct order.

After looking over the scores from the pre-test summary as well as their strengths and

needs for improvement, I can roughly categorize these five students into tiers. I would put J in

tier III because he has extremely low reading and writing abilities. He also has a very limited

vocabulary and relies heavily on adults for assistance. He scored in the lower percent of the class

for the pre-test and would benefit from intervention for writing a summary. He would benefit

from having small group or one on one time with specified visual/auditory instruction tailored to

his individual needs to help him develop a summary.

As for the other four students, I would place them in tier II. This is because they are

showing an understanding for the key elements of a summary but would benefit from small

group intervention. These students need help to develop strategies to help them organize key

events, recognize main characters and provide rich details in shortened form.

It is important to acknowledge that all five of these students receive services outside and

inside of the classroom on a daily basis. J has several pull-outs during the day for reading,

writing and math. In reading, he is working on the sounds of letter combinations, decoding and

building vocabulary. Similar in writing, J is working on building written word vocabulary and

also practicing handwriting. Since J has several pull-outs for a variety of different subjects and

often works with an adult in the classroom, it leads me to place him in tier III. As for the other

four students, they have services for reading to increase vocabulary and fluency. I feel that they

need support for writing and developing more details. They have basic vocabulary and sentence

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structure that could be enhanced through small group work. These four students need

intervention for their writing to help them better understand, process and express their ideas.

Even though the five students are in two different tiers, they all could benefit from learning to

organize their thoughts, sequencing and building their vocabulary. These students are not

grasping these elements through the current writing curriculum.

For this group of five students, I have made visual cards to help with organizing their

thoughts while remembering key elements of writing a summary. These visual cards are made

with index cards and I wrote out the components of a summary which include: the main

characters, in the beginning, the setting is, next, then, after that and in the end. I also used a small

dry erase board to make a word bank to help with spelling and building their vocabulary. These

five students worked with me every day, when we had school for five weeks in a small group.

After the pre-test summaries were scored, I looked through each summary for every

indicator per child and developed goals for the five specific students.

J-Increase reading and writing vocabulary.

Provide more details in writing a summary

D-Organize thoughts and ideas before writing.

Express only main ideas from the story in writing a summary.

JD- Sustain attention to complete writing a summary.

Organize key characters and events from a story.

A-Provide more details about events from the story.

Correctly label main characters by their name.

E-Provide more details in writing a summary.

Increase reading and writing vocabulary.

Make handwriting more legible.

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Along with individual goals, I also made two goals for the group of students which are:

Gain confidence in reading and writing skills.

Write a summary including the seven key elements.

My SMART goal is that 3/5 students will increase their summary score. I feel that this is

reasonable, realistic, and attainable goal to reach over the course of time we have. Students will

increase their ability to write a summary on a story. A summary includes the main characters, in

the beginning, the setting, next, then, after that and in the end. A summary should only have one

to two sentences per section including only the key parts from the story.

My lesson is broken down into weeks since I can only meet with this group each day for

15 minutes. This lessons main focus is writing a summary however each week I work on the

student’s individual goals as well as the group goals. I will provide strategies to help the group

name the main characters figure out the setting and decide what the key events are in the story

with just the right amount of detail. The main objective is that the students will write a summary

including all the key elements with confidence. These children have the capabilities to write a

summary and the lesson I developed gave them the tools and strategies.

Eastern Connecticut State University Lesson Plan Format

Student Teacher: Jackie Marks Grade Level: 2nd

Date of lesson: weeks 2.5.15- 3.31.15

Institution ECSU / Regional Multicultural Magnet School

Length of lesson: each reading group is 15 minutes per day

Content Standards:

-CCSS.ELA-Literacy.RL.2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

of key details in a text.

-CCSS.ELA-Literacy.RF.2.4.a

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Read grade-level text with purpose and understanding.

-CCSS.ELA-Literacy.W.2.2

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop

points, and provide a concluding statement or section.

Prior Knowledge/Connections:

-Students have been separated into reading groups since the beginning of the year and have recently

started the unit of fairy tales. Students have had experiences with retells and retelling stories but not

summaries. As a whole class, students gathered together and I explained that we will be writing

summaries about the fairy tales. I briefly listed the elements of writing a summary and asked the

children to having their listening ears ready for details. The story, Goldilocks and the Three

Bears was then read to the class by the teacher. Students then took the pre-test.

Student Learning Objective(s):

-Students will understand the key details of the story by answering such questions as who, what, where,

when, why, and how.

-Students will identify and label key elements of the story when writing a summary.

-Read grade-level text with purpose and understanding of the story by reading outloud.

Vocabulary: -Summary- a brief account giving the main points of something.

-Retell- to repeat a story with full details.

-Fairytale- a story about fairies or other mythical or magical beings.

-Main Characters- the main or principal people in a novel, play, or movie.

-Setting- where the story takes place.

Technological resources:

-I printed the fairy tale books used for this lesson online from reading A to Z.

-One student who has hearing impairments wears a cochlear ear piece and I wear a corresponding

microphone head piece.

Learning Activities:

Instructional Strategies: teacher directed, child directed, independent

Grouping Strategies: small group, individual

Week One

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Weekly Student Learning Objective(s):

- Students will understand the key details of the story by answering such questions as who, what, where,

when, why, and how.

-Students will identify and label key elements of the story.

Initiation:

-Day 1- Students will gather in their reading groups and reread Goldilocks and the Three Bears.

Lesson Procedures:

-Day 2- I wrote the key elements of a summary on a white board for the students. As we went through the

list, students took turns reading off the white board and filling in the missing details from Goldilocks and

the Three Bears.

-Day 3- I asked questions to the group about what information is not written in a summary of Goldilocks

and why.

“Why don’t we write in a summary that Goldilocks tried all three bowls of the bear’s porridge?” Why?

“Why don’t we write in a summary that Goldilocks sat in all three of the bear’s chairs?” Why?

“Why don’t we write in a summary that Goldilocks laid down in all three of the bear’s bed?” Why?

Each child individually scored themselves on the daily self-reflection rubric.

-Day 4- I used index cards and created visuals for the different

key elements of a summary for the group. We lined them up the

in correct order on the table and read them together as a group.

Then I placed the visual cards in the middle of the table in the

wrong order and had the children work together to place the cards

in the correct order. Then we took turns going around the circle

and naming the details from Goldilocks with the corresponding

visual card. Each child individually scored themselves on the

daily self-reflection rubric.

Closure:

-Day 5- We wrapped up the week by reviewing the summaries only include the most important elements

of a story. Each part of a summary is one or two sentences and it is really important to remember that a

summary is not a retell. Each child individually scored themselves on the daily self-reflection rubric.

Assessment-Essential Key Question: -I used the answers from the questions on day 3 to analyze if they understood why certain pieces of the

story were not included in the summary of Goldilocks. I also observed the scoring of the daily self-

reflection rubric that each child fills out independently.

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Materials/Resources:

-6 copies of Goldilocks and the Three Bears level F from reading A to Z.

-white board

-dry erase marker/eraser

-7 index cards

-marker

Week Two


-Students will discuss and write a summary as a small group using key elements.

Initiation:

-Day 1- I will place the visual cards in order on the table and review them. I will pass out the next

fairytale, Little Red Hen to the group. I will explain to them that this week we will be focusing on writing

summaries as a whole group after reading Little Red Hen. Each student will take a turn reading as we

begin Little Red Hen. Each child individually scored themselves on the daily self-reflection rubric.

Lesson Procedures:

-Day 2- We will finish reading Little Red Hen and review the visual cards. Each child will take a turn

choosing a visual card and sharing the details from the story that match with the card. Each child

individually scored themselves on the daily self-reflection rubric.

-Day 3- After reviewing the visual cards and connecting them to key parts of the story as a group, we

begun putting together our summary of Little Red Hen. I wrote each piece of the summary as the group

decided on the key elements on the white board. Each child individually scored

themselves on the daily self-reflection rubric.

-Day 4- Today we finished writing the summary on the white as a small group.

When it was complete, we reviewed the book and summary to make sure all

important events were covered. Each child individually scored themselves on

the daily self-reflection rubric.

Closure:

-Day 5- During today’s group, we wrapped up the Little Red Hen and I answered any questions about

writing a summary or about the Little Red Hen summary that we developed as a group. I asked the

students; “Where the visual cards helpful?” and “Do you think a word bank would help you write a

summary?” Each child individually scored themselves on the daily self-reflection rubric.

Assessment-Essential Key Question: -I checked the students understanding of this week by noting each who participated in the group

development of Little Red Hen summary. I also tested their knowledge of the order of writing a summary

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by mixing up the visual cards and having them put them in the correct order. I reviewed their individual

reflection rubric as well to see how they scored themselves throughout the week.


-6 copies of The Little Red Hen level F from reading A to Z.

-white board


-7 summary visual cards

Week Three


-Students will label the key elements of the story.

-Students will write a detailed summary using the key elements of the story.

Initiation:

-Day 1- I introduced our next fairy tale to the students and handed out the book The Giant Pumpkin to the

group. We did a book walk and made a little prediction about what the book would be about. I then placed

the visual cards on the table and we began reading the story.

Lesson Procedures:

-Day 2- Today we finished reading The Giant Pumpkin and plugged in the events that related to the visual

cards. Each child individually scored themselves on the daily self-reflection rubric.

-Day 3- We reviewed the visual cards and the pieces from the story that

would be included in the summary. I explained to the student that’s they

would be writing their only summaries independently in their reading journals

on The Giant Pumpkin starting today. Each child individually scored

themselves on the daily self-reflection rubric.

-Day 4- Students working on writing their summaries in their reading

journals. The visual cards were on the table and I gave them a word bank that

I created on a white board. Each child individually scored themselves on the

daily self-reflection rubric.

Closure:

-Day 5- Students finished writing their summaries and took turns reading

them to their peers. Students then talked about if they missed certain details or if they had too many

details. Each child individually scored themselves on the daily self-reflection rubric.

Assessment-Essential Key Question:

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-This week I assessed the students based on the summaries they wrote in their journals. I noted areas of

strength and weakness for each child in the group. I also looked over their self evaluations to see how

they graded themselves.


-6 copies of The Giant Pumpkin level F from reading A to Z.

-white board



-5 reading journals (spiral notebooks)

-6 pencils

Week Four


-Students will participate in group discussion by answering questions.

Initiation:

-Day 1- Today we talked about our summaries written the prior week and reflected on writing a summary

independently. Each child individually scored themselves on the daily self-reflection rubric.

Lesson Procedures:

-Day 2- During our group time today, we discussed what was the easiest part of writing a summary and

why. Each child individually scored themselves on the daily self-reflection rubric.

-Day 3- Each child in the group shared what they thought was the hardest part of writing a summary and

why. Each child individually scored themselves on the daily self-reflection rubric.

-Day 4- Focused on looking at the hardest parts of writing a story and coming up with ways to help for

the future when having to write a summary. Each child individually scored themselves on the daily self-

reflection rubric.

Closure:

-Day 5- Today we reviewed the summary visual cards, we reviewed what a word bank is, and we talked

about deep breathing to help keep focus. I explained to them that next week we will be writing a summary

independently on a new fairy tale. Each child individually scored themselves on the daily self-reflection

rubric.


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-This week I looked at their thoughtful responds to writing a summary. It helped me to see where they

were struggling and making a plan to help they succeed. This week focused on participation and

explanation when I was assessing their understanding.


-whiteboard


Week Five


-Students will understand the key details of the story by answering such questions as who, what, where,

when, why, and how.

-Students will identify and label key elements of the story when writing a summary.

-Read grade-level text with purpose and understanding of the story by reading out loud.

Initiation:

-Day 1- Students gathered together on the floor as a whole group and listened to the story, Goldilocks and

The Other Three Bears.

Lesson Procedures:

-Day 2- Students gathered in their reading groups. In my small group we talked about what

happened in the book and I wrote the ideas/important

words on the white board. We reread the story in our

small group.

-Day 3- I placed the visual cards on the table and the

word bank white board. I then handed out the summary

sheet. I asked them to take a deep breath and begin

writing their summary.

-Day 4- Students worked on writing their summaries.

Closure:

-Day 5- Students finished up writing their summaries

and we talked about the difference in their feeling when doing their first summary weeks ago and

the one they just completed.


-Assessment this week was grading the post-test summaries using the DRA rubric.


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-6 copies of Goldilocks and The Other Three Bears level F from reading A to Z.

-white board



-6 copies of the post-test

-7 pencils

Intervention: Describe intervention strategies used for students who require accommodations to

their instruction.

Student Intervention

J Used a word bank and highlighter when reading and writing. The word bank helped with

spelling and vocabulary. The highlighter helped show me as the teacher what words or sounds

he struggled with.

D The visual cards helped keep thoughts organized while writing the summary. The visual cards

and expectation of 1-2 sentences kept him from overly expressing too many details.

JD Having JD take deep breathes before and during writing helped sustain attention and also gave

a very short break before returning back to the task. The visual card helped him know what

part was coming next.

A The word bank helped with providing more details in the summary. The visual cards helped

label key events and people at the correct point in the summary.

E The word bank helped increase vocabulary and detail from the story. Taking turns reading out

loud in a small group helped with reading vocabulary. I used lined paper and journals along

with fat pencils to help with legible handwriting.

Enrichment:

For those students who benefit from unique challenges, I would ask them to create their own

summaries on a made-up book of their choice. The key piece is that students would have to develop a

summary so the reader has a grasp on the made-up book. Students would use the 7 key elements of a

summary that was talked about over the past few weeks.

Post-Test Analysis

My data showed that my five students that I had been working with and providing support for

increased their summary score. J received a 12/12=100% on the post test showing that he had a NET gain

of 59% from the pre to post test. D scored a 9/12=75% on the post test and showed that he had a NET

gain of 25%. JD got an 8/12=66% on the post test which showed a 33% overall gain. A received an

8/12=66% on the post and had a NET gain of 41%. Lastly, E scored an 8/12=66% on the post test and

showed a 33% NET gain. Working in a small group of allowed me to tailor my instruction based upon

their individual needs. The five students in this group provided me information to help guide them in

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succeeding to write a well detailed summary on a story. The preparation over the six total weeks (pre-test

to post-test) gave them the learning tools and confidence to work hard at developing a summary. The

visual cards and word bank on the white board really assisted these students when writing a summary.

Taking turns reading out loud in the small group allowed the students to practice reading and helping each

other when struggling. My cooperating teacher will be continuing to use the fat pencils and lined paper

when expecting student to write because it helped with making hand writing more legible. The deep

Artifacts

Poster in classroom DRA scoring rubric

Self-reflection rubric Pre-test sample

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Post-test sample

Reflection:

I thought the lesson went well, students would practice writing summaries at home with books

they we reading frequently. During conferences they read a few of their summaries we had worked on to

their parents and siblings. The scores showed the each student (other than the absent ones) increased from

pre-test to post-test. I felt that the areas of strengths were the amount of time I could spend working with

my group had a huge impact on the information I could teach at a slow pace. I also think that the visual

cards and word banks on the white board helped the students organize their thoughts and help with ideas

and spelling. If I were to teach this lesson again I think I would take the students out of the classroom

because I felt that sometimes when working with the small group they were distracted with what else was

going on in the classroom. Also, I would like next time to give students their own white board and marker

to create their own word bank as they read the book. Overall, I was really happy with this lesson and

enjoyed it.

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Pre-test and Post-test data

SPED Name Pre test Percentage Post test Percentage Net Gain

Co 3/12 25% 9/12 75% 50%

IEP Li 6/12 50% absent - -

Ja 9/12 75% 11/12 92% 17%

Ke 7/12 58% 9/12 75% 17%

504 Lo 8/12 66% 9/12 75% 9%

IEP J 5/12 41% 12/12 100% 59%

Be 5/12 41% 11/12 92% 51%

Ta 4/12 (incomplete) 33% 9/12 75% 42%

CST Ma 6/12 50% 9/12 75% 25%

Je 6/12 50% 8/12 66% 16%

CST D 6/12 50% 9/12 75% 25%

Sa 6/12 50% absent - -

Jo 6/12 50% 8/23 66% 16%

IEP El 6/12 50% 9/12 75% 25%

St 6/12 50% 9/12 75% 25%

CST Ka 6/12 50% absent - -

CST JD 4/12 33% 8/12 66% 33%

IEP A 3/12 25% 8/12 66% 41%

CST Zoey 4/12 33% 9/12 75% 33%

IEP E 4/12 33% 8/12 66% 33%

IEP A absent - absent - -

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References

Developmental Reading Assessment®, 2nd Edition PLUS (DRA2 ). (n.d.). Retrieved April 24, 2015,

from

http://www.pearsonschool.com/index.cfm?locator=PSZw5u&PMDbSiteId=2781&PMDbSolution

Id=6724&PMDbSubSolutionId=&PMDbCategoryId=3289&PMDbSubCategoryId=28139&PMD

bSubjectAreaId=&PMDbProgramId=23661

Reading A-Z. (n.d.). Retrieved April 24, 2015, from https://www.readinga-

z.com/?gclid=CJPUjZ_Jo8UCFc4kgQodL1wAfA

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