https://docs.google.com/document/d/1bKHsrHVx3R469mPeaUi5mTlQxC_H67grr1xnhL6atkw/edit?usp=sharing

Assessment Data Performance Summaries
  1. CORE Phonics Survey Summary.
  - Strengths include automatic recognition of simple phonetic patterns, such as consonant blends and short vowels.
  - Areas of need:
  - Difficulty with multisyllabic words, more complicated vowel teams (such as /ou/ and /ow/), diphthongs, and affixes.
  - Poor decoding of sophisticated phonological structures (e.g., "motion," "engines," "curious," and "introduced").
  - Performance:
  - Automatic: 50%.
  - Identified: 65%
  - Total: 60%. Below benchmark
  2. Vocabulary Screening Summary.
  - Strengths: - Ability to discern meanings in context and popular Tier 1 words.
  - Weaknesses include Tier 2 vocabulary and abstract meanings.
  - A deeper understanding of word meaning and semantic relationships is required.

 3. QRI-6 Summary: Qualitative Reading Inventory

  - Reading Accuracy: 90%+ on easier passages, decreasing to 60% on higher levels.

  - Comprehension:

  - Independent: For novels such as *The Surprise* (6/6 questions answered correctly).

  - Instructional: For *A Special Birthday for Rosa*, including look-backs (6/8).

  - Frustration: No lookbacks (4/8).

  - Oral retellings:

  - Effective with actual occurrences, but lacks underlying themes or abstract relationships.

  - Prioritizes surface recollection above inference. 

Strategy Recommendations: Evidence-Based Practices
  1. Multisensory Structured Language Education (MSLE)—(Birsh & Carreker, 2018)
  - Explicit, sequential phonics instruction.
  - Combines the visual, aural, kinesthetic, and tactile senses.
  2. Reinforced Vocabulary Instruction—(Beck, McKeown, & Kucan, 2013)
  - Tier 2 terms are taught directly and practiced contextually.
  - Semantic mapping, categorization, and example creation.
  3. Repeated Reading and Scaffolded Comprehension (National Reading Panel, 2000)
  - Enhances fluency and meaning-making.
  - Includes look-back methods and textual debate.

 Instructional Rationale Based on Data:

- Weak phonics decoding in multisyllabic and attached words leads to target phonics/decoding.
  - Tier 2 has limited language depth, requiring further vocabulary education.
  - Requires support for inferencing and meaning-making, such as comprehension scaffolds.

Focus Area: Phonics & Word Recognition

Template adapted from Birsh & Carreker, p. 700+

Objective:

Students will decode and spell multisyllabic words with vowel teams and affixes (e.g., motion, removed, introduced) with 80% accuracy, as well as define and use two Tier 2 vocabulary words contextually.

Materials:

Word cards, sound boxes, whiteboards/markers, vocabulary graphics, and a reading excerpt entitled *The Surprise*.

Lesson Structure:

Segment Time Activities.
  1. Review and Warm-Up  5  min sound drill for vowel teams.
  - Examine common affixes (e.g., -ed, -ing, re-).
  2. Phonics Instruction: 10 minutes - Syllable division strategies (clap, tap, scoop)
  - Practice decoding target words (e.g., engines and deleted).
  3. Spelling Practice: 5-Minute Dictation with Multisyllabic Target Words
  4. Vocabulary Instruction 10 minutes - Teach Tier 2 vocabulary (e.g., introduced, intrigued) using visuals and phrase frames.
  - Activity "my example" with semantic maps.
  5. Fluency and Comprehension In 8 minutes, read aloud a passage from *The Surprise* and practice with a partner using look-back questions.
  - Identify Tier 2 words. 6. Wrap-up and exit ticket.2 min: Use one Tier 2 word in a sentence.
  - Identify one new word pattern that they learned.

Creation Reflection:

. Designing a Tier 2 lesson indicated the need to narrow focus on certain phonological patterns and incorporate repetition across several modalities. Birsh and Carreker's structure enabled a clear integration of phonics, vocabulary, and comprehension.

Delivery Reflection (if applicable):

Students responded positively to sound boxes and tapping syllables—kinesthetic activities obviously aided decoding. More modeling was required for vocabulary examples; the next time, I will employ sentence stems earlier.