Fluent Essays

Over the next few weeks you will plan and implement 3 tutoring sessions/lesson plans with your student.  You will create and implement these LPs based on your students strengths and weaknesses identified in the assessment process.   The ILP should also be based on the 5 components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension and use research-based strategies.  The content of each lesson should be based on your students individual needs.  In other words, each lesson does not have to cover all 5 components but may focus on a particular area of weakness.  Throughout the 3 LPs in your ILP though, each of the 5 components should be addressed at least once and at a level appropriate for your student. For example, if you are working with a 6th grader who doesnt show a strong weakness in phonemic awareness, you may want to choose to include a quick, opening activity to practice advanced phonemic awareness skills (see 95 Percent Group link on Website Resources for an example).  In order to meet the needs of your student, you may also choose to focus on a certain area in multiple lessons, either briefly or in-depth.   Each lesson plan should build on your students strengths and identified weaknesses and use research-based strategies. The Website Resources for LP page in Module 7 has many resources to help plan and provides content and strategies in these 5 areas.  Website Resources for Lesson Plans and Analyzing Assessment Results The following websites may be helpful resources for planning your intervention lessons and analyzing your assessment data. Center for Intensive Intervention: https://intensiveintervention.org/Florida Center for Reading Research: https://www.fcrr.org/ (Links to an external site.) Reading Rockets Lesson Plans/Strategies: https://www.readingrockets.org/strategies (Links to an external site.)  (Links to an external site.) 95 Percent Group Kilpatrick Webinar Series: The Kilpatrick Webinar Series, based on David Kilpatricks book, Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.  The third webinar pertains to helping older students master phonemic awareness manipulation skills. https://www.95percentgroup.com/kilpatrick-webinars (Links to an external site.) Video of Dr. Louisa Moats discussing morphology:Morphology (Links to an external site.) International Dyslexia Association: https://dyslexiaida.org/fact-sheets/ (Links to an external site.) Intervention Central: https://www.interventioncentral.org/ (Links to an external site.) ODE- Literacy Ohio: http://education.ohio.gov/Topics/Learning-in-Ohio/Literacy (Links to an external site.)  (Links to an external site.)ODE-Third Grade Reading Guarantee: http://education.ohio.gov/Topics/Learning-in-Ohio/Literacy/Third-Grade-Reading-Guarantee/Third-Grade-Reading-Guarantee-Teacher-Resources (Links to an external site.)  (Links to an external site.) Moats, L., (2019). Structured LiteracyTM: Effective instruction for students with dyslexia and related reading difficulties. PERSPECTIVES on Language and Literacy, 45(2): https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/ (Links to an external site.) MDE CCR ELA Standards & Instructional Planning Guides: Exemplar Lessons & Units: https://mdek12.org/secondaryeducation/englishlanguage (Links to an external site.) Inflectional Endings Explanation: https://words.usask.ca/helus/2020/04/07/missed-and-mist/ (Links to an external site.). and p. 171 in 2nd edition version of the text Best Practices in Planning Interventions for Students with Reading Problems https://www.readingrockets.org/article/best-practices-planning-interventions-students-reading-problems (Links to an external site.) Fundamentals Of Literacy Instruction & Assessment: Ch. 8 & 10 Attached you will find a chapter from the following textbook: Hougen, M.C. & Smartt, S.M.  (2012).  Fundamentals of literacy instruction and assessments, prek-6.  Baltimore, MD:   Brookes.  Hougen&SmarttCh8.pdf Download Hougen&SmarttCh8.pdf Hougen&SmarttCh10.pdf Download Hougen&SmarttCh10.pdf These chapters focus on how to assess and teach fluency and vocabulary and should be useful in helping to develop your lesson plans for your ILP. The attached document has a few examples from former students.  Please note these samples are not perfect but intended to give you an idea of what is expected.  You must still submit your own original work. *NOTE: Highlighted information should be removed and replaced with your text. CIR 412 TUTORING SESSION LESSON PLAN Tutor’s Name: Lesson Plan # _______ First name, grade & reading level of Student: Reading Component(s) addressed: (Ex: Phonics) Objective: use Common Core State Standards and District standards if developed; state as performance outcome; align with assessments (TIAI 1) *state as performance outcome * align with assessments (write behavioral objective with a specific assessment objective) TSW….with 80\% accuracy…. Assessment Procedures: directly reflects objective and expectations reinforced throughout lesson; formal/informal; rubrics/checklists; match objective with performance outcome (In-Class 16) (TIAI 5, 6, 7, 8, 11) *formal/informal *rubrics/checklists *match objective with performance outcome Review of Previous Lesson: activate prior knowledge (In-Class 2) (TIAI 2) *activate prior knowledge (script this part! What specific questions will you ask, will students perform, recite, etc. previous knowledge) Introduction/Affective Hook: get students’ attention; motivate in a creative, innovative way (In-Class 4) (TIAI 4) *motivate students in a creative, innovative way (video clip but need a back-up if you use technology, props, music, umbrella, etc. ) Details should include the activity, what area of need it helps address, amount of time given Procedures: brief, sequential outline of lesson. (In-Class 3, 4, 6) (TIAI 2, 15, 24) Detailed Lesson Procedures should include: Area of Focus (details should include the activity what area of need it helps address, amount of time given) Materials/Technology: list materials; creative in original development; active hyperlink (In-Class 7) (TIAI 4) Closure: summarize lesson in a creative/innovative way; student participation (In-Class 17) (TIAI 4) CIR 412 TUTORING SESSION LESSON PLAN Tutor’s Name: Lesson Plan # 4 First name, grade & reading level of Student: Student name, 2nd grade, Reading level: 2.0-3.0 Reading Component(s) addressed: Fluency & Comprehension Objective: · TSW read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. (RF.2.4b) · TSW use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.2.4c) · TSW participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (SL.2.1) · TSW recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (SL.2.2) Assessment Procedures: · TTW assess the student’s fluency formally through easyCBM’s passage reading fluency probe 2_4. This probe will provide the teacher with an assessor copy where errors will be marked through with a slash and ending points in reading will be marked with a bracket. This measurement will assess WPM, number of errors, and WCPM. · https://d2g65zqcc7y9zn.cloudfront.net/pdfs/cbms/prf/Passage_Reading_Fluency_Grade_2_Form_4_Assessor.pdf · TTW assess comprehension using a concept map for story sequencing. This will informally check the student’s understanding of the passage by having them recount details to complete the map with their teacher. · Attached at the bottom of the document Review of Previous Lesson: · TTW say, “In our past lessons, we have been studying how to read more fluently and with expression. Do you remember what expression means?” · TSW respond. · TTW say, “Today, I am going to present you with a fluency review. I am going to give you several sentence strips. I want you to read these strips with as much expression as you can. Make sure to pause for punctuation like we have practiced and remember that your voice should go up when asking a question or showing excitement.” · TTW present the students with the sentence strips (attached at end of document), and TSW will read them to the best of their ability. · After the student has read these strips, TTW say, “Great job! You are warmed up and ready for our lesson!” Introduction/Affective Hook: · TTW say, “To motivate us for our lesson today, I am going to show you a song about comprehension. This song will give you 6 questions to think about while reading. Are you excited to sing and learn today?” · TSW respond, and TTW will play the following video: · https://youtu.be/0Bz4-1YKI1M · Backup plan: If video capabilities are not available, TTW can present the lyrics on paper to sing with their student to begin the lesson. · After the video concludes, TTW begin the lesson. Procedures: · To begin, TTW present the student with the student copy of the CBM passage reading fluency probe. · https://d2g65zqcc7y9zn.cloudfront.net/pdfs/cbms/prf/Passage_Reading_Fluency_Grade_2_Form_4.pdf · TTW say, “We are still working on growing your fluency as I know you want to become a super reader! Today, we are going to read about Sami the bird. Before we begin, can you tell me what you know about birds and how they travel?” (SL.2.1) · TSW respond, and TTW say, “Thank you for your insight! Let’s see if Sami travels like most bird do in our passage.” · TTW say, “We are first going to see how far you can get in the passage on your own. Then, I will finish reading the passage with you using the Choral Reading strategy. (RF.2.4b) · TTW pull out the assessor copy of the passage reading fluency probe to follow along with the student. · https://d2g65zqcc7y9zn.cloudfront.net/pdfs/cbms/prf/Passage_Reading_Fluency_Grade_2_Form_4_Assessor.pdf · TTW say, “I am going to set the timer for one minute. This is just an opportunity to see how far you can get on your own, and I do not expect you to know all the words right away. If you come to a word that you do not understand, I will help you. We are going to do this first, and then I will time you again at the end of the lesson. Now, you may begin reading.” · TTW start the timer, and TSW begin reading. TTW correct the student when they mispronounce words. Slashes will be put through the mispronounced word in pencil so the teacher can erase if the student self corrects during the second reading. (RF.2.4c) · When the timer goes off, TTW put a bracket in pencil where the student left off. This will be erased after the second reading as this first reading was just a baseline to get the student comfortable with the passage. · TTW say, “Great job, let’s pick up where you left off by choral reading the rest of the passage.” TTW read with the student until the passage is complete. · TTW say, “Now that the passage is complete. I want you to think about the 6 questions we were presented with in the video at the beginning of the lesson.” · TTW say, “Who was the passage about?”. TSW will respond, and TTW will ask the remaining questions: “What happened in the story?”, “Do we know when it took place? How? Where? And, why?” · TSW will use these 6 probing comprehension questions and discuss with the teacher to the best of their ability. (SL.2.1) & (SL.2.2) · TTW say, “Great job on remembering what you could from Sami’s adventure. Now let’s put all these ideas together by completing a concept map together. This will help you gather all your ideas together on one piece of paper. We will do this together, but you will show me what you know by filling out the story sequencing chart. · TTW present the student with the story sequencing map, and they will work together to fill in the indicated boxes. (SL.2.2) · Upon completion, TTW say, “I can see that you really comprehended the story by splitting it into the beginning, middle, and end. Great job on sequencing!” · TTW say, “Now I want to assess your fluency on last time since we have choral read and broken the passage down together. Are you ready?” · TSW will respond, and TTW say, “We will follow the same routine as we did before. I will set the timer for one minute. If you come to a word that you do not know, I will help you. Now, let’s see how far you can get. Remember to read with expression! Begin.” · TTW start the timer, and TSW begin to read. · TTW now use a pen to mark errors with slashes and put a bracket where the student left off after the timer goes off. · When time is up, TTW say, “Great job on fluently reading!”. TTW not count the errors and assess WPM/WCPM until the lesson is concluded. Materials/Technology: · Pencil with eraser · Pen (colored preferred) · Student Copy of Form 2_4 from easyCBM · https://d2g65zqcc7y9zn.cloudfront.net/pdfs/cbms/prf/Passage_Reading_Fluency_Grade_2_Form_4.pdf · Assessor Copy of Form 2_4 · https://d2g65zqcc7y9zn.cloudfront.net/pdfs/cbms/prf/Passage_Reading_Fluency_Grade_2_Form_4_Assessor.pdf · Timer · Story Sequencing Concept Map (attached) · Video link or copy of lyrics · https://youtu.be/0Bz4-1YKI1M · Computer with internet capabilities · Fluency Strips (attached) · Roll & Chat comprehension game (attached) Closure: · TTW say, “Today, we learned the 6 questions that we must ask ourselves while reading to accurately comprehend texts. We also used the Choral Reading strategy and concept maps to aid in our fluency and comprehension. I can tell that you are growing in your reading skills each and every day. To end our lesson, we are going to play a game to reward you for all your hard work.” · TTW present the student with the attached game directions. · TTW say, “We are going to play Roll and Chat. I will give you a dice, and you will roll it to get a number. The number you get will tell you what to chat about. For example, if I rolled a one, I would look at the directions to see what question it wants me to answer. For number one, the question is, ‘What was your favorite part of the story and why?’. I would say, ‘My favorite part of the story was when Sami the bird practiced and practiced until his flying skills improved.’ Then, I would roll again to receive another number.” · TTW say, “Do you understand how to play this game?”. · TSW respond. · TTW say, “Let’s play!”. · After the student has answered at least 3 questions, TTW say, “I really appreciate you working with me today. Thank you, and here is your reward. I am very proud of you.” TTW reward the student with a piece of candy from the treat bucket. CIR 412 TUTORING SESSION LESSON PLAN Tutor’s Name: Lesson Plan # _2______ First name, grade & reading level of Student: Chance Grade 4 Reading level Grade 3 Reading Component(s) addressed: Phonics, Comprehension, Fluency Objective: The student will manipulate syllables in multisyllabic words by moving one of the syllables to a different part of the word to create nonsense words with 85\% accuracy. The student will identify words with short and long vowels by completing a word sort using index cards with 100\% accuracy. The student will identify the characters and setting of the story by completing a graphic organizer with 100\% accuracy. The student will apply fluency skills by choral reading the literature book with the teacher with 85\% accuracy. MCCRS: Phonics and Word Recognition RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF.4.4 Read with sufficient accuracy and fluency to support comprehension. Reading Literature Key Ideas and Details RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Assessment Procedures: The teacher will informally assess student by observing the student as he manipulates multisyllabic words by moving parts of the word to a different place in the word to make nonsense words. The teacher will check the graphic organizer completed by the student for accuracy. The teacher will assess the student’s word sort for accuracy. The teacher will informally observe student’s fluency skills and provide feedback as needed. Review of Previous Lesson: 1. In our last session, you drummed syllables of words on the desk to identify how many syllables were in the words. 2. Can you clap the syllables in the following words? invention, kerosene, jumping, McBroom, Mexican 3. I am going to read some words. Tell me if you hear a long or short vowel sound. Words: Beans, jump, Jones, lie, scamps Introduction/Affective Hook: Start by playing the following link to a short Pinocchio video https://youtu.be/rUdA54Xk8cg The teacher will ask the following question or say the following statements: 1. If you could write a story about a person telling a lie, who would be the characters, and what would be the setting of the story? 2. In our last session, we began reading the book, McBroom Tells a Lie. We will continue reading the story today. 3. I want you to identify the characters and the setting of the story using a graphic organizer. Opening Activity: Begin working on graphic organizer to identify the story elements for comprehension. (5-10 minutes) · The student will identify the characters in the story and the setting using a graphic organizer. Procedures: Area of focus: The lesson will focus on vowel patterns words and multisyllabic words to strengthen Chance’s phonics and multisyllabic words skills. 1. The teacher and student will choral read the next section of the book from pages 10-20. 2. The student will complete activity 1 to address weakness with identifying multisyllabic words. 3. Activity 1: Jumping Syllables (5-7 min) The student will move one syllable in a word to a different place to make a new silly word that has no meaning by writing the word on a marker board. Directions: First, the teacher will write the word correctly on the marker board. The student will draw a line to separate the syllables and then move one syllable to make a nonsense silly word by writing it on the board. Example: pencil move cil to the beginning of the word to make cilpen Words: Happy, muddy, jumping, stovepipe, horizon, worthless 4. Implement activity 2 to address student’s need to master short and long vowel patterns. (5-7 minutes) 5. Activity 2 Word Sort: The teacher will give the student index cards to sort with vowel pattern words from the story. Word sort words: sudden mean snap froze cans wife scrap beans scamps hopping Materials/Technology: · Book, McBroom Tells a Lie · Video link https://youtu.be/rUdA54Xk8cg · Graphic organizer · Marker board for activity 1 · Index cards to write the words for activity 2: word sort Closure: Closing Activity: Use a sheet of paper to create a T chart with short and long vowel words from the read aloud. Student can look through the pages of the book to pick out words (at least 3 words each), and the teacher will write them on the chart (to save time). (5-7 min.) The teacher will review today’s lesson. The teacher will ask questions about the story · Why do you think Heck Jones wants to trade his farm for Mr. McBroom’s farm? · Can you describe what kind of neighbor Heck Jones is to the McBroom family? · Do you predict that Mr. McBroom will eventually trade his farm? Why? HOT: 1. How did sorting the words help you think about how words are pronounced? 2. How did moving the syllables around in words help you learn? 3. How will the skills you used today help you become a better reader? Things to work on next session: · Prefixes, suffixes, and inflected endings · Spelling StoryMapwithCentr alMessage.docx Name_____________________________ Date _________________ Title _____________________________________________________ Author _____________________ Illustrator ____________________ Characters Setting ( This story taught us….. ) ( In the beginning… In the middle… At the end…. This story was mainly about… ) CIR 412 Formative Assessment Form Kaniesha Montgomery CIR 412 October 10, 2021 CIR 412 Formative Assessment Form Student’s Name (First Only): Acetin School: South Hancock Elementary Examiner: Kaniesha Montgomery Age: 7 yrs. old Grade: 2nd grade Date of Assessments: Reading Interest Survey on September 27, 2021; MRQ on September 28, 2021; Spelling Assessment on September 29, 2021; Passage Reading Fluency on September 30, 2021; Multiple Choice Reading Comprehension on October 4, 2021 Part I: Assessment of Interests and Motivations Summary of Student’s interests and/or motivations for reading Becoming a lifetime reader is predicated on developing a love of reading. Acetin is 7 years old boy who is a slow learner and does not enjoy reading for pleasure as well as personal development. As the boy’s teacher it was necessary to motivate the young student. The key to instilling a love of reading in youngsters is motivation. One of the most effective methods I have discovered for motivating Richard is to stock the classroom shelves with books that correspond to the students interests and reading levels. Acetin loves flipping through pages and looking at images, so I figured he should be surrounded by titles that represent their own lives as well as the lives of his peers. Acetin’s enthusiasm for reading has grown in recent weeks as he and other pupils discovered novels with characters who look like them and families that match their own or their neighbors. According to (Keller et al., 2017), students understanding improves because of these linkages. Acetins classmates have been a valuable resource in assisting him in discovering what novels he enjoys reading. By generating customized book suggestions for their friends, I was able to inspire students to be book matchmakers. When Acetin went to the school library, he could now select books that matched his friends interests and hobbies and read them in groups. Summary of Student’s Background Knowledge Currently, Acetin and his classmates are reading Treasure Hunters, by James Patterson. The main theme in the story of Treasure Hunters is if you work together and do not give up you can accomplish your goal. The characters in the book were able to follow their dads clues to complete part of the secret mission because they worked together. This teaches Acetin and the other students to work collaboratively as they are in class and society. They are soon to begin reading How I Survived Middle School, to prepare them for their future educational journey. Informal Evaluation of Oral Language and Verbal Skills Assessment tasks were then administered to evaluate Acetin’s speech capabilities, and he can communicate her thoughts thoroughly although he has difficulty maintaining concentration. To ensure that he was focused, we used a variety of board games, books, and videos to elicit a spontaneous speech and improvement of spelling. From the assessment I could observe that Richard was unwilling to connect with other people on an emotional level especially adults, his attention span was okay as he could answer to all he was being asked and while playing with the toys his executive functioning and motor skills were normal. (Wilcox et al., 2020) II: Phonological Awareness/Phonics and/or Spelling Assessment Tutoring Recommendations based on PAST/Phonics Word Reading As Acetins tutor, children must engage in phonological awareness exercises, and we were able to use this test in assessing Acetin’s ability to omit or substitute phonemes/sounds to make a new word. I asked the students questions such as to “Name words that rhyme with the words. Start” he answered shirt, which was impressive, “What word would you have if you changed the ‘h’ in hook with ‘l’ he answered look. (Kjeldsen et al., 2019) Which shows that he passed his PAST assessment. I also found out that he was embarrassed whenever he got a question wrong or struggled to provide the answer which made me encourage him not to give up as mistakes are part of his learning process. Words Their Way Spelling Assessment Information Words Their Way Spelling Assessments developed by Donald R. Bear, et. al. was used to analyze misspelled words, and the exam is given in the same way as conventional spelling tests, with the exception that it is a list of twenty-five spelling words sorted by difficulty. Students should not study the words before the examination, as they would for conventional spelling exams. They should also be informed that the activity will not be evaluated. Moreover, students are instructed to number their papers to begin a spelling inventory. (Puliatte, & Ehri, 2018). Teachers may give kids a numbered paper if they are in kindergarten or early first grade. Each phrase is said loudly and once more. The words are delivered in a conversational tone, with no emphasis on phonemes or syllables. If required, instructors may utilize a phrase using the term to ensure that pupils understand it. Tutors may conduct a lower-level inventory if pupils struggle with the higher-level inventory. Students such as Acetin may be given the inventory in small groups or as a full group. The inventorys findings may be utilized to obtain a broad overview of each students spelling progress. Blends and Digraphs Other Vowels Long vowels Short vowels Initial and final consonants Inflected Endings and syllable Juncture Unaccented Final Syllables Advanced Affixes Bases or Roots Feature Points Words spelled correctly Totals 10/10 5/5 10/10 10/10 7/7 7/7 5/5 N/A 4/7 25/25 50/50 Tutoring Recommendations based on Spelling Assessment In the case of Acetin, it is necessary to enhance both spelling and text-writing skills. The reason for this misconception is that better spelling skills free up working memory, allowing you to concentrate more on the difficult job of text production. Spelling should not be taught as a stand-alone skill. Unfortunately, as shown by the substantial number of online and offline spelling exercises available—the majority of which are based on the behaviorist concept—this is a popular method. (Ebner, et al., 2018) Understanding the sounds that various combinations of letters produce are another building block ability that early readers will focus on. Create sure your kid learns how to sound out individual letters, the distinction between consonants and vowels, and how to sound out consonant blends (sl, sm, sp), digraphs (two letters that make one sound, such as ch or sh), and diphthongs (two letters that make one sound, such as ch or sh) (two vowels that form one syllable, such as au) Part III: Reading Vocabulary, Fluency, and Comprehension Fluency & Vocabulary: Word Reading Fluency: out of 200 words, Acetin read 100 words, but missed 24 words, so his overall CWPM was 76. Passage Reading Fluency: Out of 160 words, Acetin read 110 words, he missed 7 words, so his overall CWPM was 103. Comprehension: Multiple Choice Reading Comprehension: Out of 10 questions, Acetin missed 2. Oral Language and Vocabulary Observations Oral Language and Vocabulary Observations suggest that before each reading session, Acetin should allow them the opportunity to make predictions, draw connections, and ask questions to evaluate their understanding. These three comprehension methods provide information to a teacher about a students knowledge of a subject. Encourage readers to create predictions about the books content based on the title and illustrations before reading it. Students validate their predictions and establish a link while reading. To improve understanding, use questions like What does this passage remind you of? or What will happen after this? I have learned to provide kids with everyday experiences in instructional guided reading, independent reading, and choice because of my training. Expose children to a variety of culturally appropriate genres and provide them with comprehension skills to help them develop a love of reading. Part IV: Instructional Implications (IF-THEN Analyses) Student Strengths: Acetin’s strength is his flexibility to handle change whenever the lessons change, he adjusts comfortably and applies what is taught without too much struggle such as spelling and drawing classes. Secondly, Acetin is a persistent student in class because he is constantly doing his hardest and not giving up when something seems impossible such as the board spelling games. Although there are moments when he is stubborn when he thinks he cannot understand a lesson being taught like his colleagues. Areas of Focus for ILP: The following are some of the notable weaknesses associated with Acetin in the tutoring lessons. Attention problems and reading achievement among young students such as Acetin are common among seven-year-old students which impacts his learning capabilities. Acetin needs to engage in exercise that boosts his attention span as noted when offered toys are when he is attentive. Stubbornness. One clear weakness was Acetin was stubborn whenever the other students performed better, and he would withdraw himself. He was not open about reading and until we tapped into his interests and include student choice of books that is when he showed interest in reading more. Impatience. Acetin showed he was impatient as at times he was eager to do tasks without waiting or offering his colleagues a chance. As his teacher, I learned that he needs to be mindful of others as he leaned in the book he liked reading, Treasure Hunters. Part V: Tutoring Sessions Overview Tutoring Session Number & Area of Focus Addressed Opening Activity (1-3 Minutes) Area of Focus Addressing Weakness 1, 2, or 3 (10-15 minutes) Closing Activity (1-3 minutes) Reading component(s) addressed 1- Spelling Brain Break & reviewing Storytelling with learned words Freewriting Spelling inventory 2-Draw pictures Brain break Draw items of learned words Coloring of drawings Identification and relation of words to pictures 3-independence in learning Brain break Read aloud in class from chosen excerpts Freewriting of a story Personal Examples 4-Unaccented Final Syllables Brain break Word Tree Activity Flashcards Spelling Inventory 5-Comprehension of word meanings Brain break Explanation of words they learned to spell Freewriting Spelling Inventory *Post-Tutoring reassessment and Summative Report Writing to take place after sessions end. References Ebner, M., Edtstadler, K., & Ebner, M. (2018). Tutoring writing spelling skills within a web-based platform for children. Universal access in the information society, 17(2), 305-323. Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586-614. Kjeldsen, A. C., Saarento-Zaprudin, S. K., & Niemi, P. O. (2019). Kindergarten training in phonological awareness: fluency and comprehension gains are greatest for readers at risk in Grades 1 through 9. Journal of learning disabilities, 52(5), 366-382. Puliatte, A., & Ehri, L. C. (2018). Do 2nd and 3rd-grade teachers linguistic knowledge and instructional practices predict spelling gains in weaker spellers?. Reading and Writing, 31(2), 239-266. Wilcox, M. J., Gray, S., & Reiser, M. (2020). Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum. Early Childhood Research Quarterly, 51, 124-143.