Assessment Experience: Flynt and Cooter and Lesson Plan

Teacher: Allison Simons Student: Tawny (Rina) Atalig Grade: 3rd

Assessment Tool: Flynt and Cooter Comprehensive Reading Inventory

Purpose of Assessment (How does this assessment address the Common Core Standards? Include citation, references to professional resources):
“Teachers us commercial diagnostic test to inform their instruction. In particular, these tests are used to determine
students; reading levels and identify struggling readers; strengths and weaknesses. Then teachers use the results to
differentiate instruction, make accurate placement decisions, and create meaningful classroom interventions.”
(Tompkins, 2014 p. 79.)

These reading levels have important implications for instruction: Teachers need to know students’ reading levels
when they’re planning for instruction. Students read independent-level books when they’re reading for pleasure
and instructional-level books when they’re participating in guided reading and other instructional lessons.
(Tompkins, 2014 p. 81.)

CCSS.ELA-LITERACY.RF.3.4: Read with sufficient accuracy and fluency to support comprehension.

Results (List specific levels):
Performance Levels on Reading Passages:
Independent – Grade 1; Instructional – Grade 2; Frustration- Grade 3

Miscue Analysis:
Most of Tawny’s errors were visual or syntax errors. She substituted words that she knew for words that she did not
know, even if it did not make sense with the story, which is where her syntax errors often stemmed from. This
affected her comprehension of the story when I asked her to retell me about parts of the story using the provided
questions. Her visual errors were most often from reading the first syllable of a word or identifying the root and
then assuming the rest and carrying on reading, such as “can’t” instead of “cannot”.
Description of Literacy (What can the child do? What strategies does the student have? Are there any strategies that the student uses but confuses?
Are there areas of need/challenges?):
Tawny is a determined reader. She attempts to read as accurately as possible, often self-correcting. She is a focused
student in reading class, always one of the first to make eye contact and demonstrate that she is ready for the
lesson to begin. She seems to enjoy reading. Upon reflection, she is often reading pictures books or chapter books
that contain many pictures. She prefers fiction to nonfiction, usually in the fantasy genre. Although, she is persistent
in reading works correctly, this affects her comprehension. She is often concentrating so much on reading the words
correctly that she does not fully comprehend what she has read. Tawny does not like reading in front of the class
but is more comfortable reading with a small group of students who are at a similar reading level rather than just
with me. I have noticed that when she reads with me she will check my facial expressions to see if she read a word
correctly. This does not help her to better comprehend what she is reading.

Goals (overall goal): Rationale (Why is it important to do this based on what you have learned about
Tawny will practice oral reading using fluency and your student and according to research. Include citation, references to professional
resources):
reading strategies. She will practice her
“It’s (Choral Reading) a great activity for English learners
fluency/familiar reading independently with
because they practice reading aloud with classmates in a
myself. She will take part in guided reading
nonthreatening group setting.” (Tompkins, 2014, p.438.)
groups with two other students who are at a
similar reading level.
“As they read with English-speaking classmates, they hear and
As they read with English-speaking classmates,
practice English pronunciation of words, phrasing of words in a
they hear and practice English pronunciation of
sentence, and intonation patterns.” (Tompkins, 2014, p.438.)
words, phrasing of words in a sentence, and
intonation patterns.
 Common Core Standards:
Reading (specific goal to this lesson):
Tawny will reread Zack’s Alligator for familiar
fluency and she will read from the Magic Tree
House: Dinosaurs Before Dark.

Fluency/Familiar Reading: Rationale/Purpose:

Selection: Zack’s Alligator “Pikulski and Chard (2005) explain that reading fluency is a
bridge between decoding and comprehension. Fluent readers
are better able to comprehend what they’re reading because
they automatically recognize most of the words and apply
word-identification strategies to read unfamiliar words.”
(Tompkins, 2014, p.186.)
Guided Reading Rationale/Purpose:
Selection: Dinosaurs Before Dark “This group reading activity provides students, especially
struggling readers, with valuable oral reading practice; they
learn to read more expressively and increase their reading
fluency.
(Rasinski, Padak, & Fawcett, 2010).
Before Reading Activity: Rationale/Purpose:
“Literary knowledge includes information about reading,
At the school I am currently teaching, it is genres, and text structures. In this stage, students activate their
required that we incorporate the “Daily 5” into world and literary background knowledge: To trigger this
our reading structure. By using the to begin our activation, they think about the title of a book, examine the
reading instruction “Daily 5”, my students have book cover and inside illustrations, and read the first
learned to regularly look to the pictures, words, paragraph.” (Tompkins, 2014, p.41.)
and a retelling to understand or share a story. We
regularly use this when reading a new book. It
has become part of our routine. By incorporating
this into Tawny’s guided reading- before reading
activity, she will be more confident in making a
prediction. I will use a prediction chart and ask
her to use the illustration on the cover (“Read the
Pictures”), the title and back summary (read the
words/ retell).
1. I will show Tawny the cover of the book
and ask her to “read the pictures” and fill out the
chart based on the picture.
2. I will show Tawny the title along with the
cover and ask her to make predictions using the
chart. (Read the pictures and words).
3. I will show Tawny the back of the book
and ask her to make a prediction using the chart.
(Retell/ Read the words)

During Reading Activity: Rationale/Purpose:

I will read the first page of the selection with
Tawny and two other students who are at a
similar reading level. I will demonstrate how I
segment words and sound out each phoneme.
Then I will demonstrate blending the phonemes
after segmenting. Once I have done that I will
“Students assume an increasingly important role in interactive
reading and writing. They no longer observe the teacher
reading or writing, repeat familiar words, or suggest words that
the teacher writes; instead, they’re more actively involved.
They sup-port their classmates by sharing the reading and
demonstrate how I use those strategies through a
think aloud to identify or understand an unknown
word. I will then reread the newly deciphered
word as a part of the whole sentence and once
again use think aloud to demonstrate how I use
the context to understand the word’s meaning. I
will then ask the students, including Tawny, to
each take turns reading one page and will give
them a specific reading order. I will keep a list of
the words that the students were unable to
identify or could not understand the meaning of.
Post Reading Activity:
We will discuss the pages that we read by having
a “roundtable”, where students can discuss what
they liked, disliked, are confused about, etc. from
the reading. I will ask each student to answer a
question to demonstrate comprehension. We will
then
writing responsibilities, and their teacher aids when needed.”
(Tompkins, 2014, p.23.)
“Small, homogeneous groups of students meet with the
teacher to read a book at their instructional level; the teacher
introduces the book and guides students as they read it.
Minilessons are another example: As teachers teach lessons
about strategies and skills, they provide practice activities and
supervise as students apply what they’re learning.” (Tompkins,
2014, p.23.)
Rationale/Purpose:
“Readers extend their comprehension, reflect on their
understanding, and value the reading experience in this final
stage.” (Tompkins, 2014, p.47.)

Next Steps after this lesson: (How will you build upon this lesson with future instruction? Are there any possible modifications you might need to
make after you implement this lesson?)

 Continue reading Dinosaurs Before Dark- alternating reading groups and independent practice (based on
Tompkins’ Literature Circle p. 25) for each chapter
o At the literature circle students will discuss what they have read and assist each other in any
obstacles encountered while reading (I will be present to provide further assistance as needed)
 Work with Tawny independently on parts of her independent reading practice and teach decoding and
other reading strategies that will assist her
 Provide Tawny an “AR” bookmark that has the appropriate level of books for her to develop her reading
 We will continue to read Zack’s Alligator and other familiar texts, such as Pig the Pug to further develop her
familiar fluency
 We will revisit, and I will reteach, different reading strategies as needed