Since the beginning of the year, I have been pulling a group of first graders for 40 minutes a day 4 times a week. Based on our MClass testing , these students need intensive intervention in literacy and based on Number Knowledge Test testing, they need intensive intervention in math.
These students are the best part of my day. They are so excited to learn, shouting out the answers, making connections and engaged through all lessons. We have a couple different activities that we complete each day. there is a structure to our lessons but are inquiry takes us to all different places. My goal with these students is to complete a new guided reading book per day, work on sight words, engage in a number paste activity, as well as learn new vocabulary. I know that there is a lot for us to do during the 40 minutes but the time goes by so quickly because the students are having so much fun learning.
Because the students are in an intensive intervention they need to be progress monitoring every 10 days. I progress monitor the students on a variety of different measures. The literacy measures include letter names, letter sounds,nonsense word fluency comma sight words and TRC (running record with decoding & comprehension). the math measures include number identification missing number and we will start NKT progress monitoring.
One student is particularly interesting to me at this time. At the beginning of the year, this student knew 7 letter names and 5 sounds, no sight words, and was reading at a less than Print Concepts level. This student could count up to 6 inconsistently and was unable to count with one-to-one correspondence.
The first day that we started reading a book, the first comment from the student was “I can’t read…”. We had not even opened the book or completed the picture walk. This made me reflect on the teaching that takes place in classrooms and makes me sad to think that this student feels this way as a learner.
The puzzling part of this student is the current progress monitoring that recently took place.
We read the Level A Book – At the Park. Each page has simple text “I can…” and the book follows the pattern. As I listened to the student read, I was surprised by the student’s inconsistency to read one-to-one but also to make up more details to the story as the student read along.
- I can throw.
- Read as: “I can throw the ball to my friend.”
- I can catch.
- Read as: “I can catch the ball in my mit.”
- I can slide.
- Read as: “I can go down the slide by myself.”
I then asked the student to read the book again, and it was read with 100% accuracy and no inserts. We then completed the first 20 words from the Fry List and the student could only read 4 words – to, on, I, a.
This is puzzling to me and I am noticing that when we are reading a higher level texts in Guided Reading, this student can read the texts and enjoys the reading. I wonder if this student is expecting more from the text than just 3 words per page.
I am going to continue to monitor and see if I notice any other improvements or changes. If you have any suggestions, please let me know and I would be more than excited to try some new strategies!