Kim Rysemus Instructional Program 1 Reading Comprehension

Name of student: KJ Initiator: Kim Rysemus Context for instruction: Instruction and assessment will take place in the classroom, specifically in the students desk area, or cubicle. It will occur every day around 9:15am, during one of two of the students scheduled reading times throughout the day. Materials needed for instruction include Reading AZ level H stories, the corresponding quick check questions, and corresponding comprehension activities. Modifications can be made to the comprehension activities, including prompts that give the student choices, rather than asking open-ended questions. Fountas and Pinnell reading passages at level H and the corresponding comprehension check questions will be used for weekly assessment probes. Also needed for this instruction are various books at her reading level, first grade, from the school library, and 5Ws+H charts (see attached documents). Program Objective: When given a first grade level reading passage, KJ will read the passage and correctly answer 70% of corresponding comprehension questions (who, what, where, when, why, how) on 5 consecutive opportunities. Generalization: Dimension: reading material KJ should apply and practice comprehension strategies taught through the program with all types of reading material. To ensure this occurs, train sufficient exemplars generalization strategy will be used. Instruction will include the use of at level books found in the schools library, as well as Reading A-Z level H stories. Assessment will include the use of Fountas and Pinnell level H reading passages. The effectiveness of this strategy will be monitored by

comparing assessments taken and instructional work completed. Generalization will have been achieved when results of comprehension questions in both instruction and assessment are consistent. Rationale: Reading comprehension is point of reading. We read to gain knowledge and information and for pleasure, to hear to story. Improving reading comprehension will open the doors of opportunity for KJ. KJ can use reading comprehension to improve many aspects of her life. She can improve other academic areas and become more independent in aspects such as cooking, shopping, etc. Improving her reading comprehension will also increase KJs love of reading and make it even more enjoyable. She already loves reading and being able to better comprehend what she is reading will increase this love. Assessment Procedures: 1. An assessment probe will be taken once a week 2. KJ will read aloud a Fountas and Pinnell or Reading A-Z level H reading passage 3. The instructor will complete a running record while KJ reads the passage 4. After the reading is complete, the instructor will ask KJ the questions on the corresponding comprehension check and record the answers 5. After the questions are completed, the instructor will score the running record and comprehension questions according to Fountas and Pinnell or Reading A-Z protocol Assessment Schedule: Baseline will be assessed and established by using the assessment procedures described above. This information will be used to help structure the nature of instruction, which areas of comprehension to focus on. After baseline is collected, instruction can begin. Assessment probes will be taken once a week, depending on the students schedule. On assessment days, the assessment will take the entire instructional time, 45 minutes. Instructional Procedures: Set-up

Two different lessons will be rotated throughout the instruction to provide variation for the student. One lesson consists of a Reading A-Z story, comprehension questions, and 5Ws+H charts, and the other lesson includes an at-level book taken from the school library, and 5Ws+H charts. The two different lessons will help generalization across different types of reading materials. Instruction will occur individually in the students desk area. A most-to-least prompting system will be used for this instruction, and it will be partnered with the five-finger question chart. Instruction will begin with modeling; when a question is asked, the student will be directed to the corresponding finger on the chart. The instructor will say, This is a who question. Who questions ask who the story is about; the story is about (give the correct answer). After modeling, instruction will move to direct verbal prompting. For example, the instructor will say, This is a who question, so who is the story about? Who are the characters? From here, indirect verbal prompting and a suitable amount of wait-time will be provided, say, this is a who question. The least intrusive prompt will be given as the last step before mastery, or independence. This can be as simple as pointing to the corresponding finger of the question. Each prompting strategy will be faded as the student shows mastery and makes progress. 1. Model

Immediately after the sd (what, where, who, why, how question regarding text read) provide a model with verbal and point prompts saying "This is a who question, who is the question word - point to the who in the question and then the who on the 5 finger question chart. Who questions ask who the story is about or who are the main characters?" To ensure correct response have the student repeat (and point) model.

2. Direct verbal

Immediately after sd (what, where, who, why, how question regarding text read) provide a verbal and point prompts saying "This is a who question - point to the who in the question and then the who on the 5 finger question chart. Who is asking who the story is about or who are the main characters?" If the student answers the question within 5 seconds of the prompt record a DV for direct verbal on data sheet and give specific verbal praise, and move on to the next question. If the student does not complete with in 5 seconds or makes an error provide model as error correction. After student repeats/answers correctly provide verbal praise, and move on to the next question.

3. Indirect Verbal Prompt

Immediately after sd (what, where, who, why, how question regarding text read) provide an indirect verbal prompt. For example, what is the question word? What does that question word mean? Look at your 5 finger question chart If the student answers the question within 5 seconds provide verbal praise and move on to the next question. If the student does not answer or begins to answer incorrectly tell the student that is not quite right and provide direct verbal prompt as error correction.

4. All Independent response

Immediately after sd (what, where, who, why, how question regarding text read) allow the student to answer independently If the student answers the question within 5 seconds provide verbal praise and move on to the next question. If the student does not answer or begins to answer incorrectly tell the student that is not quite right and provide direct verbal prompt as error correction.

Reading A-Z Lesson: 1. Select a Reading A-Z level H story and the corresponding quick check questions 2. Complete a picture walk with the student, ask questions to prompt the student to make predictions about the story, for example, say, Look at the characters face, how do you think she feels? 3. Read the story aloud with the student, take turns reading each page (motivation for the student) 4. Throughout the story, ask the student prompting questions to get her thinking about the core comprehension questions, for example, say, So what happened that made the boy mad? 5. After the story is complete, give the student the quick check questions. Read each question and the answer choices aloud to the student, and allow her time to answer each one independently 6. Then, complete one of the 5Ws+H charts with the student, using the five-finger chart to help her Library Book Story Lesson:

1. Select multiple books from the school library that are at the students current reading level 2. Show the books to the student and have her choose one to read 3. Complete a picture walk with the student, ask questions to prompt the student to make predictions about the story, for example, say, Look at the characters face, how do you think she feels? 4. Read the story aloud with the student, take turns reading each page (motivation for the student) 5. Throughout the story, ask the student prompting questions to get her thinking about the core comprehension questions, for example, say, So what happened that made the boy mad? 6. After the story is read, complete one or two of the 5Ws+H charts with the student, depending on time. Encourage her to use the five-finger chart to help her. Task Daily instructional sessions will be 20-45 minutes long, depending on the students schedule. KJ attends OT/PT twice a week for about 20 minutes during the instructional time. During instructional sessions, a story, or part of a story, will be read, and comprehension activities will correspond to the reading. Data will be taken during each instructional session on the type of questions KJ answers correct or incorrect to monitor her progress closely and for IEP data the cooperating teacher collects. Stimulus Prompts Two different prompts will be given to the student. The first is a five-finger comprehension chart KJ can use to remind her of the elements of the story she is looking for when reading. The chart will be laminated and KJ will be allowed to decorate it to make it her own, and it will be posted above her desk area to use whenever she wants. The second prompt is a modification to the 5Ws+H chart. Fill in the blank sentences will be provided to help guide KJ. This is something that has worked in the past for KJ, so instruction will begin with this modification, and faded as KJ progresses.

Reinforcement (type and schedule): KJ loves to draw pictures, and often uses it as a way to communicate as well. Because of this, one of the 5Ws+H charts is a picture one, where KJ can draw in her answers. KJ has a behavior chart/reward system that is already in place. When she is having a princess day, and is cooperating and following directions, she will be allowed to use the picture 5Ws+H chart. Also, intermittent verbal praise will be provided to KJ throughout instruction. Praises such as, Good reading KJ, or Yes, that was a great prediction KJ, you were right! These praises will be presented at various times throughout each instructional session. Maintenance: Reading comprehension is a current goal for KJ that is stated in her IEP. Therefore, she will be consistently assessed in this area throughout the remainder of the school year and in future years by her classroom teacher. With increased comprehension comes more reading opportunities; reading comprehension never goes away. Everything KJ reads will require her to comprehend it, making literal and inferential observations. This will occur as long as KJ continues to read, and she will be reminded of it by reading partners, teachers, aides, parents, etc. If comprehension begins to decline, the five-finger chart can be utilized as a reminder of the different story elements, as well as the 5Ws+H charts.

Attachments Skill Sequence:

Reading
Phonemic Awarenes s

Vocabulary

Phonics Comprehension

Fluency

Literal

Inferential

Research Rationale: Three articles were found on reading comprehension instruction that were used in the development of this program. The articles discussed various teaching strategies, all research based, all of which have been proven to help increase reading comprehension in students. This program utilizes various techniques describes in the articles. Vocabulary, as stated by BoulwareGooden, Carreker, Thornhill, and Joshi (2007), is a predictor in reading comprehension. Students must have the necessary vocabulary knowledge before they can even begin to comprehend what exactly it is that they are reading. Because of this, all reading material provided throughout the program will be at the students present reading level, level H in Fountas and Pinnell and Reading A-Z, and at the first grade level in all library books used. Scaffolding was a major component discussed in the articles as well. What makes scaffolding so effective is that it enables a teacher to keep a task whole, while students learn to understand and manage the parts, and presents the learner with just the right challenge (Clark & Graves, 2005). The instructor gives the student only the amount of work she can handle and provides prompts and assistance on the material that may be more challenging. For this program, scaffolding will be provided in the form of fill-in-the-blank sentences on the 5Ws+H charts. The student does well when given choices, so by providing prompting sentences for her to finish, she will be able to focus more on the answer than forming a complete sentence. The article by Liang and Dole (2006) also mentions the use of scaffolding, or the Scaffolded Reading Experience (SRE). They suggest the use of multiple types of reading materials, such as novels, short stories, and expository texts, as long as they are all at the students reading level. This idea is exhibited in the program with the use of various library books, Reading A-Z stories, and Fountas and Pinnell stories. Using various reading materials will also help the student generalize comprehension strategies. References Boulware-Gooden, R., Carreker, S., Thornhill, A., Joshi, R. Malatesha. (2007). Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. The Reading Teacher, 61(1), 70-77.

Clark, K. F., Graves, M. F. (2005). Scaffolding students comprehension of text. The Reading Teacher, 58(6), 570-580. Liang, L. A., Dole, J. A. (2006). Help with teaching reading comprehension: Comprehension instructional frameworks. The Reading Teahcer, 59(8), 742-753.

Sample Data Sheet: Weekly Assessments Date Reading Program Passage Title Comprehension Score Accuracy Rate SelfCorrection Rate

Daily Monitoring Date Who What Where When Why How

Blank Graphs:

Reading Comprehension Score

Comprehension Percentage Score

Week