EDPG addressed: EDPG 6 - Assessment

Name of Artifact: Teacher Work Sample

Date of Artifact: Fall Semester 2016
Course in which Artifact was implemented: ED 261 - Science of Reading

Teacher Work Sample

I worked one-on-one with a 9th grade student who was struggling with reading fluency. I began

by administering an oral reading fluency assessment (pre-assessment). The timer was set for one

minute for the student to read a 9th grade fluency passage to measure Oral Reading Fluency

(ORF). The assessment consisted of 199 words. The student read a total of 140 words per

minute (WPM) but made 63 errors. Therefore, his ORF was 77 words correct per minute

(WCPM), which means that he read with 55% accuracy. My goal is for the student to reach 120

WCPM by the end of our 5 lessons. See chart below for a visual presentation of the data.

Reading Fluency Pre-

Assessment
200
180
160
140
Target WCPM
WCPM

120
100
Student WCPM
80
60
40
20
0
11/9/16

 Saint Mary-of-the-Woods College

Education Department

Lesson Plan 1

Teacher Candidate Marie Belmonte Brummer

Name of Lesson Spanish Le:er/Sound System

Subject Spanish 1 Grade 9

Rationale for lesson: This lesson will help the student increase his reading fluency in Spanish by
reinforcing consonant blending and isolating sounds with consonant digraphs.

Learning outcomes/objectives: Student will be able to say the Spanish alphabet correctly, prac-
tice and recognize consonant digraph sound/spelling correspondences.

Assessment of student outcomes: I will formally assess the student through participation in les-
son activities (he will have to say each letter of the Spanish alphabet by himself) and also assess
him at the end of the lesson through an alphabetic/phonetic awareness activity.

Illinois Learning Standards for Foreign Languages: 28.B.1b Imitate pronunciation, intonation
and inflection including sounds unique to the target language.

Materials Needed:

Spanish alphabet (see picture below)

Spanish consonant blends and digraphs charts

 Flash cards with words and pictures in the back

Vocabulary list

Laptop with the Internet (optional)

Lesson/Activity Presentation: We will discuss letters and words, how they can be broken up into
smaller parts in order to sound them out.

Anticipatory set: Are you able to say the Spanish alphabet?

I will say each letter of the alphabet and he will repeat each letter after me. He will be able to
practice the letters he has more difficulty with as many times as needed until he can say the al-
phabet correctly and by himself.
Then, we will review the vowel sounds. Like English, Spanish has five vowel letters (a, e, i, o,
and u), but unlike English, each vowel letter makes just one sound, no matter what spelling pat-
tern it appears in.

What are some letters that stick together and make one sound?

Ch, ll, br, cr, dr, fr, gr, pr and tr.

Teaching procedures:

We will use the word blending chart and picture cards to match the word on the
card to its beginning word blend sound.

We will go read the first part of the vocabulary list and find the consonant di-
graphs and consonant blends in this list

o When a beginning word sound is heard, that is 2 letters together making 1

sound; the student needs to point at the sound or the phoneme it refers to
in the chart. (i.e. brazo, primo, choque, llama)
 Guided & independent practice: To reinforce learning, student will practice word blend-
ing further by pronouncing the sound or phoneme of the rest of the words listed in the vocabu-
lary list.

Closure: I will spell words out to the student and he will have to show me the picture
card that matches the word I spelt as fast as possible based on his knowledge of the alphabet and
the beginning blending sounds. (i.e. he will show me the picture of a dog when I spell out loud
the word P-E-RR-O). Then, we will change roles, he will spell out words and I will guess which
words he is spelling.

Differentiated instruction: I will use hands on learning as well as modeling to help the student
understand the concept.

Cultural diversity emphasis (if appropriate): N/A

Technology (if appropriate): I will only use the Internet (youtube) to have the student listen to
the Spanish alphabet song if he has a hard time remembering the order in which the letters come.

Reflection on lesson: It is clear that reading accuracy is a big problem for him. Unfamiliar vo-
cabulary is always said aloud incorrectly, which is also the reason why he cannot write with ac-
curacy either. I think working on letter and blending sounds helped. I needed to remind him to
pay attention to each letter in a word because most of the time he thinks he knows what word it is
or make up a non-existing word. Discussed this with him and he said that he had the same prob-
lem when reading in English because he is not patient and not detailed-oriented either. He was
diagnosed as hyperactive as a child. Even though he is not as hyperactive anymore, it explains
his inability to take time to focus on spelling words correctly when writing and his lack of accu-
racy when reading. He did really well for this lesson once we reviewed the pronunciation of
each letter. He still struggles with words that contain the letters ll, r, ch, z, or h (the h is always
silent in Spanish) but that is normal for a native English speaker.
 Saint Mary-of-the-Woods College

Education Department

Lesson Plan 2

Teacher Candidate Marie Belmonte Brummer

Name of Lesson Spanish Sound/Spelling Sequence, Syllable Types and Pat-

terns

Subject Spanish 1 Grade 9

Rationale for lesson: This lesson will help the student increase his reading fluency in Spanish by
practicing sound/spelling relationships and decoding syllable.

Learning outcomes/objectives: Student will learn about open and closed syllables, hiatos, diph-
thongs, and syllable patterns.

Assessment of student outcomes: I will formally assess the student at the end of this lesson. He
will have to split given words into syllables.

Illinois Learning Standards for Foreign Languages: 28.B.1b Imitate pronunciation, intonation
and inflection including sounds unique to the target language.

Materials Needed:

Spanish Sound/Spelling Sequence chart (see picture below)

Spanish Syllable Types and Patterns chart (second picture below)

 CD player and the Avancemos Spanish 1 CD (track Outdoor activities)

Short text in Spanish on Outdoor activities (out of Avancemos! Spanish 1 textbook)

Lesson/Activity Presentation: We will review vowels and learn about vowel combinations, open
and closed syllables for consonant, consonant digraphs, and consonant blends to be able to break
up words into smaller parts before sounding them out.

Anticipatory set: Today, we are going to learn more about breaking up words into sylla-
ble. First, lets review the vowels and the type of vowel combinations.

I will explain each concept in the chart above and review pronunciation with the student.

Teaching procedures:

We will use the syllable types and pattern charts below when learning about the
principle in syllable division, and manipulating the language at the phoneme, or
single sound, level.
 o I will say one word at a time (5 words total, or more if needed) and the
student will have to figure out what type of syllable and syllable pattern
each word is.

We will listen to the track Outdoor activities and the student will follow along
with the text provided.

o Student will point his finger at the words as they are said.
 Guided & independent practice: To reinforce learning, student will practice decoding
words syllable by syllable by figuring out the syllable pattern of each word in the first sentence
of the text that we just listened to.

Closure: The student will have to decode syllable by syllable the words that are under-
lined (and that I carefully selected) in the text about Outdoor activities and determine what sylla-
ble pattern is the most frequent in those words. (i.e. he will decode the word muchacho into mu-
cha-cho, here the pattern is CV).

Differentiated instruction: I will develop a word wall with the student as words are encountered
to help the student learn and remember the spelling of those words.

Cultural diversity emphasis (if appropriate): N/A

Technology (if appropriate): N/A

Reflection on lesson: This lesson was difficult at the beginning due to the new concept the stu-
dent had to learn. But the repeated practice of decoding words syllable by syllable and figuring
out the syllable patterns really helped him. I noticed that he was able to spell more complex
words correctly, which is very positive. He still has difficulties focusing on the exact pronuncia-
tion of each word when he is working on a whole sentence at once. So we need to practice read-
ing text and writing sentence more.
 Saint Mary-of-the-Woods College

Education Department

Lesson Plan 3

Teacher Candidate Marie Belmonte Brummer

Name of Lesson English/Spanish Language Dierences

Subject Spanish 1 Grade 9

Rationale for lesson: This lesson will teach the student the differences between English and
Spanish phonology and orthography.

Learning outcomes/objectives: Student will learn the differences between English and Spanish
phonology and orthography in order to better his performance in both reading and spelling.

Assessment of student outcomes: I will formally assess the student throughout the activities. He
will also have to turn in his own poster on English / Spanish differences that I will grade.

Illinois Learning Standards for Foreign Languages: 28.B.1b Imitate pronunciation, intonation
and inflection including sounds unique to the target language.

Materials Needed:

English/Spanish Language Differences chart (see picture below)

Short text about school in Spanish with the English version (extracted from the Frank Schaffer
Publications, Bilingual Reading Comprehension Gr.2, p. 47-48)
 Poster (blank) and pens of different colors

Lesson/Activity Presentation: We will review the skills we have learned and summarize the
phonological and orthographical differences between the English and Spanish languages. We
will also continue to practice reading and writing but with a different text and different vocabu-
lary.

Anticipatory set:

Do you remember the letters that are specific to the Spanish alphabet? Ch, rr, ll,
How do we sound out difficult words? Splitting the words into syllable.

Teaching procedures:

We will use the English/Spanish Language Differences chart to review each dif-
ference.

o I will ask the student to find words that illustrate each difference. For ex-
ample, for the silent h, the student can refer to the word he learned to say
today in Spanish: hoy. Another example, the that we learned when say-
ing tomorrow in Spanish sounds like ny in canyon.

I will read aloud the text about school in Spanish.

o Student will point his finger at the words as I read them.

o He will also highlight any word that he does not know.

Student will then read aloud the text in Spanish.

o I will ask the read any mispronounced word again for him to improve his
accuracy and pronunciation.
 Guided & independent practice: To reinforce learning, student will compare both texts in
Spanish and in English and try to find as many language differences as he can using the English/
Spanish Language Differences chart. He will also use the translated text to find the translation of
the Spanish words he highlighted.

Closure: The student will create his own poster (in his own words) about the English/
Spanish language differences. He will have to include examples for each difference.

Differentiated instruction: I will develop a word wall with the student as words are encountered
to help the student learn and remember the spelling of those words.

Cultural diversity emphasis (if appropriate): N/A

Technology (if appropriate): N/A

Reflection on lesson: I enjoyed this lesson because I could see a big improvement already. The
previous lesson on syllable types and patterns helped a lot. I still had to remind how to pro-
nounce some phonemes. He said that the poster he made to summarize all the English/Spanish
language differences is useful. I hung it in my classroom so that all students can refer to it.
 Saint Mary-of-the-Woods College

Education Department

Lesson Plan 4

Teacher Candidate Marie Belmonte Brummer

Name of Lesson Spanish/English Cross-Language Transfer

Subject Spanish 1 Grade 9

Rationale for lesson: This lesson will reinforce the previous lesson by comparing the sound/
spelling system in English and Spanish through the cross-language transfer.

Learning outcomes/objectives: Student will review the differences between English and Spanish
phonology and learn about positive, negative, and zero transfers.

Assessment of student outcomes: I will formally assess the student on his ability to select words
that contain phonic elements with positive, negative, and zero transfer out. I will also have him
on his reading fluency.

Illinois Learning Standards for Foreign Languages: 28.B.1b Imitate pronunciation, intonation
and inflection including sounds unique to the target language.

Materials Needed:

Positive, Negative, and Zero Transfer charts (see picture below)

 Short text about food in Spanish with the English version (extracted from the Frank Schaffer
Publications, Bilingual Reading Comprehension Gr.2, p. 7-8)

Worksheet

Word wall (that is hung in the classroom)

Lesson/Activity Presentation: We will review the phonological differences we learned between

English and Spanish before learning more about Spanish/English cross-language transfer. We
will also continue to practice reading and writing but with a different text and different vocabu-
lary.

Anticipatory set:

Can you tell me which Spanish letters are pronounced the same way in English? b,d,m,n,t,
What English letters are pronounced differently in Spanish? g, v, z

Teaching procedures:

We will use the Positive Transfer chart below to talk about the phonic elements
that are common to both languages.

o When going through each Spanish phonic element with positive transfer to
English, I will ask the student to find a word in the Spanish text about
food that contains that sound. For example, for the p, the student can refer
to the Spanish word pan (bread). I will make sure that he pronounces the
words in Spanish. If he does not pronounce a word correctly, I will say it
aloud and make him repeat it after me as many times as needed.

We will then use the Negative Transfer chart below to talk about the Spanish
phonic elements that are different in English.

o Similarly, when going through each Spanish phonic element with negative
transfer to English, I will ask the student to find a word in the Spanish text
about food that illustrates the negative transfer. For example, for the z, the
student can refer to the Spanish word zanahorias (carrots).
 We will use the Zero Transfer chart below to talk about the phonic elements that
have no counterparts in Spanish.

o I will point out the elements of some English words (in the English text
about food) that have zero transfer. For example, the digraphs th in the
word thyme does not exist in Spanish.
 Guided & independent practice: To reinforce learning, student will complete the work-
sheet on Spanish/English Cross-Language Transfer. In this worksheet, he will have two list of
words (that I selected specifically for this lesson), one in Spanish and the other one in English.
For each word, he will have to write down if it contains a positive, negative, or zero transfer, and
if so which one. For each word, he will also have to split it into syllable, to continue to practice
what we learned in lesson 2.

Closure: I will have the student add any new words to the word wall and give him their
translation so we continue to learn more vocabulary. It will be a good opportunity to practice
spelling words. I will also ask the student to read aloud the Spanish text about food, taking into
account the sounds that we just reviewed. I will count the number of reading errors he makes
and I will particularly pay attention to the words we used as examples earlier to see if he pro-
nounces them correctly now.

Differentiated instruction: I will use modeling to help the student understand the new concepts.

Cultural diversity emphasis (if appropriate): N/A

Technology (if appropriate): N/A

Reflection on lesson: This lesson was a good review of the similarities and differences between
the English and the Spanish sound/spelling system. The student is getting more and more com-
fortable with pronunciation and writing, especially with new words. He still has a tendency to
read too fast and not pay enough attention to each phoneme. On top of that, he makes the words
sound like they are English because he forgets that a same letter can sound differently in Spanish.
 Saint Mary-of-the-Woods College

Education Department

Lesson Plan 5

Teacher Candidate Marie Belmonte Brummer

Name of Lesson English/Spanish Cognates

Subject Spanish 1 Grade 9

Rationale for lesson: The lesson will help the student realize that some Spanish words may look
like some English words but are still pronounced differently and may even have a complete dif-
ferent meaning. The review of segmentation and phonemes will increase the students spelling
and pronunciation skills.

Learning outcomes/objectives: Student will learn about cognates and will be able to use syllabic
context to decode and spell those words.

Assessment of student outcomes: I will formally assess the student through participation in les-
son activities and do a post-assessment to check for improvement in reading accuracy.

Illinois Learning Standards for Foreign Languages: 28.B.1b Imitate pronunciation, intonation
and inflection including sounds unique to the target language.
Materials Needed:

English/Spanish Cognates Spelled Identically, English/Spanish Cognates Spelled Nearly the

Same, English/Spanish Cognates Pronounced Nearly the same, and English/Spanish False
Cognates charts (see picture below)

Worksheet

Word wall (that is hung in the classroom)

Spanish text that includes many cognates

Lesson/Activity Presentation:

We will review the skills we have learned to decode words as we go through the list of cognates.

Anticipatory set:

Remember how some letters like to stick together and make one sound? What are some
of those letters that like to stick together?

(qu, gr, ch)

What are some vowels that stick together?

(ay, ui, ia, oy)

Teaching procedures:

Activity on pronunciation (using the chart below of Cognates Spelled Identically)

o I say a word, the student repeats it, then he has to guess if it was a Spanish
word or an English one, depending on the pronunciation.

Cognate matching (using the chart below of Cognates Spelled and Pronounced
Nearly the same)

o I will say a word and the student will have to say the same cognate but in
the other language. For example, I will say minute and he will have to say
minuto. I will correct his pronunciation if needed.
 Guided & independent practice: The student will work on the worksheet on cognates
using the chart below. He will have to find the translation of the Spanish words listed in the
worksheet and then split the Spanish words into syllable. I will also have the student add some
new words to the word wall and I will double check their spelling when he is done.

Closure: Talk about everything we have learned this week. Ask the student if there is
anything that is still confusing. Talk about doing the post-assessment.

Differentiated instruction: I will use visual aids and hands on learning to help differentiate in-
struction as well as modeling to help the student understand the concepts.

Cultural diversity emphasis (if appropriate): N/A

Technology (if appropriate): N/A

Reflection on lesson: The student was excited during this lesson because he really had fun learn-
ing about cognates. He was happy that some words were almost the same, which makes it easier
to learn and spell them. He was also very surprised about the different meaning of false cognates
, especially when they were spelled identically. The student was very proud of his word wall that
we hung in the classroom. He seems to be more comfortable speaking and writing in Spanish. I
even noticed that he pays more attention when I speak in Spanish as he tries to decode what I am
saying.
 Post-Assessment

I enjoyed working one-on-one with this student. I am pleased to say that he reached my goal for

him during the post-assessment. The results are as follows:

The timer was set for one minute for the student to read a 9th grade fluency passage to

measure ORF. The assessment consisted of 199 words. The student read a total of 145 WPM

and made 25 errors. Therefore, his ORF was 120 WCPM, which means that he read with 83%

accuracy and reached the target! We were both very happy about it! The student even asked me

if we could do some more tutoring like that in the future.

See chart below for a visual presentation of the data.

Reading Fluency Post-Assessment

200

180

160

140

120
WCPM

Target WCPM
100
Student WCPM
80

60

40

20

0
11/9/16

12/7/16