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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


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.


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.


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


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


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


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.

http://www.renlearn.com/sel/howitworks.aspx


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


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)


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

http://www.corestandards.org/ELA-Literacy/RL/2/3


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


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


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.


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.


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.


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


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.


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.


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.


• 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.


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)

https://hosted219.renlearn.com/385183/Public/RPM/Login/StudentLogin.aspx

http://dibels.uoregon.edu/

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