Courtney Raia Instructional Program

Student: SH

Skill: Reading Comprehension

Initiator: Courtney Raia

Context for Instruction: Instruction and assessment for this skill will occur during the students seventh period co-taught English/Language Arts class. When it is time for instruction and assessment, the student will be prompted to go into the hallway, a quiet area where there will be both himself and the initiator. Materials needed for this assessment include a book of the students preference, data sheets, and occasionally questions for the student to respond to.

Program Objective: When reading a passage at a fourth grade level, SH will demonstrate comprehension by correctly responding to both recall and higher order questions about the text orally. Mastery will be when he can correctly respond to 80% of the questions on five consecutive trials.

Generalization: A program common stimuli strategy can be used to ensure that SH is able to comprehend reading texts at his reading level (about fourth grade) in any class or location. This can be done by teaching SH using books of similar difficulty and length for all reading sessions and assessments. This way, he will recognize the format and be able to comprehend the text

while reading in a class, independently, or in various other situations that require reading independently at the individuals reading level. The common stimulus, the type of reading, will allow him to generalize this reading ability. This can be monitored by occasionally asking him to use the same level text style but in a different class, on a different subject, or at a different time of the day and to see if the skill has been generalized.

Rationale: Increasing SHs reading comprehension is important because understanding what is being read is a vital skill in order to succeed as he furthers in his education, and improving in order to get him closer to grade level would be ideal. Being able to correctly respond to questions about the text one is reading is an evidence-based method of demonstrating knowledge about the reading. Asking the various levels of questions will help the student not only recall information about the text, but also to infer and use background knowledge to further understand it.

Assessment Procedure: The students reading comprehension will be assessed using Curriculum Based Measurement via the AIMSweb MAZE assessment. This reading comprehension assessment requires the student to read a passage at his reading level and to circle the work that makes sense in the content of the passage. The procedures are as follows: 1. Sit across from the student and provide him with one copy of the CBM Reading MAZE assessment. 2. Tell the student to read and choose the words that make the most sense in the story when he gets to the bolded parts of the text. 3. Set the timer for three minutes and tell the student to begin.

4. At the end of three minutes, tell the student to stop and put his pencil down. 5. Use the answer key to determine the number of words circled correctly and the number of errors that the student made.

Assessment Schedule: SH should be assessed for baseline data by completing a different MAZE assessment at his instructional level as frequently as possible until the results are consistent and baseline is stable. Once instruction begins, the student should be assessed using the same methods once per week every Wednesday during his English/Language Arts class.

Instructional Procedure: Instruction will occur using a book at the fourth grade reading level on a topic of the students interest. The lessons will last about ten-fifteen minutes on each day that time allows, which will independent work time during the English/Language Arts class where the student will not be missing content. The lessons on reading comprehension will go as follows: 1. Provide the student with the text and give him a section of the text to read (2-3 paragraphs, as appropriate). 2. Review what happened the last time the story was read. What does the student remember? What did we predict last time? Recap. 3. Explain to the student that we will take turns asking each other questions about what we have read to make sure we understand what we are reading. Tell him to try to ask questions that he thinks a teacher would ask. 4. Instruct the student to read the passage silently. Tell him at what point to begin reading, and at what point to stop reading.

5. When both readers are finished reading the passage, tell the student that he will ask the questions first. Explain that he can ask as many questions as he would like, and that the person who is answering questions cannot use the book for help. 6. Tell the student that the only rule for answering questions is that I dont know is not an accepted response. 7. Instructor closes book and student asks questions. Model appropriate answers for the student. 8. Tally the number of recall and higher order questions that the student asks that are relevant to the text. 9. If the student asks an unrelated question, prompt him to look at the text and try another question about what happened. 10. Switch roles. The student closes his book and the instructor questions the student with a variety of questions, both recall and higher-order level questions. 11. Keep track of the number of questions that are asked, and the number that the student did not respond to correctly. 12. If the student responds I dont know, tell him that answer isnt accepted and to try his best to think of an answer. 13. Prediction ask the student to predict what will happen the next time we read. This will be recorded and reviewed at the next session, as it sets a purpose for reading. Both the number of questions the student asks and correctly answers should be graphed after each instructional session so he can see his progress for the week. Before beginning each session, the student should be shown how he did the last time and encouraged to increase the number of questions and correct responses that day.

Reinforcement: The student will be reinforced with direct and specific verbal praise both while asking questions and answering questions. From collecting baseline data, it is clear that the student is motivated by his own score and seeing his progress charted, so encouraging him to keep increasing his score and praising his effort will also be beneficial.

Maintenance: Once a week following mastery, the student should be assessed using a fourth grade level AIMSweb MAZE comprehension assessment. If the student continues to show that he has maintained comprehension skills, by reaching or passing the 50th percentile, this can be reduced to once a month, then once every three months, and then so on to ensure that the skill is maintained. If his comprehension at the fourth grade reading level is not maintained, the schedule can be increased again to be checked more often, along with beginning instruction as needed (begin instruction if he begins to score less than the 50th percentile).

Assessment Data Scores on AIMSweb Reading Comprehension Assessments

Date

Correct Responses

Number of Errors

Percentile Rank

Instructional Data on Comprehension Questions Student Asks Instructions: Place a tally mark for each question the student asks in the appropriate column. Questions Asked Date Recall Higher-Order (Inferential) Not Related Notes

Instructional Data on Number of Questions Responded to Correctly Instructions: Place a tally mark for each question asked to the student in the appropriate column. Make note of the type of questions student has difficulty answering Date Correct Response Incorrect Response Notes

Number of Correct Responses on Comprehension Assessments

Number of Responses

Correct Responses Errors

0 Day 1 Day 2 Day 3 Day 4 Day 5

Date