Hufnagel Literacylearnerall

Running Head: HUFNAGEL: LITERACY LEARNER ANALYSIS
Hufnagel: Literacy Learner Analysis

Ashley Hufnagel
HUFNAGEL: LITERACY LEARNER ANALYSIS
Brief Background and Reason for Project Focus

Fountas and Pinnells Benchmark System and Levelled Literacy Intervention focus on
reading comprehension, fluency, and accuracy. After assessing my Language Arts students with
the Benchmark Assessment System (BAS), I have identified a candidate for the Literacy
Learning Analysis Project.
Isaac is a student who struggles with all components of the Levelled Literacy
Intervention (LLI). In addition to those struggles, he also struggles with motivation. Four times a
week, I meet with him in a small group for LLI groups. Twice a week I meet with him for after
school tutoring. Since Ive been working with him, I noticed a few characteristics about his
literacy learning. His comprehension scores are always changing with his motivation levels and
behavior. However, I have not seen the variability with his fluency and accuracy.
For the purpose of this study, the focus of my instruction will be fluency and accuracy. I
will administer the pre-assessments, lessons, and post-assessment during our after school
tutoring sessions on Tuesdays, and supplement that information with the anecdotal observations
from his LLI sessions which happen Mondays through Thursdays. There is plenty of flexibility
in the timeline of these assessments, as I see Isaac frequently in a literacy-rich setting.
Home and Family
Isaac is a 5th grade student in my small literacy intervention group. Based on MEAP and
NWEA MAP scores, he has been identified as a student in the struggling bottom 30% of his
grade level. Fountas and Pinnells Leveled Literacy Intervention (LLI) is the program that we are
using with select students in the struggling 30%. Isaac was assessed using the Benchmark
Assessment System (BAS), and was placed in Level N. Level N is a typical level for a 3rd grade
student.
Isaac is the only child in a single-parent household. His mother works afternoons, and
Isaac is often home after school with little direct adult supervision. Isaacs mother is very
supportive of the intervention program and has enrolled Isaac in the intervention teams after
school tutoring program. Because Isaacs mother works afternoons, there isnt anyone at home to
hold Isaac accountable for his homework or reading. Part of his participation in my class is a
nightly calendar that is supposed to be signed by a parent whenever the student reads his Fountas
and Pinnell book. This calendar has not been signed, even after making phone calls home to his
mother.
Isaac says that he does not read at home because reading is boring. He spends most of
his time at home playing video games. He is a huge fan of hunting and fishing, and when he
spends time with his dad, it is usually doing various outdoor activities.
Emotional Climate
Isaacs school has gone through some interesting changes to make sure students are
successful in Math and Language Arts. There are five sections of Math and Language Arts, with
about 19-22 in each section. Social Studies and Science only meet for four sections, with 26-30
students in each section. In Social Studies and Science, Isaac has a difficult time keeping up
because of the reading intensive nature of those classes. There are smaller class sizes for Math
and Language Arts, with special sections for the struggling 30%. Those classrooms are the
second tier intervention rooms that make use of small groups.
Isaac is in both the Math and Reading intervention rooms, and has been working well in
the small instructor to student ratios. Isaac has a difficult time staying on task because he is full
of energy and always moving around. Working in a small group has helped his attention, but he
still needs plenty of redirection. The other students in the group are supportive of one anothers
learning and hold one another accountable for their behavior. This is a positive environment for
Isaac, and I have seen improvements in his attitude since the start of the school year. MidOctober, Isaac will also be benefitting from an RTI instructor in his Social Studies class to help
with struggling readers.
Literacy History
Isaacs school is a 3-5 building, and he was identified each year as part of the struggling
30%. The struggling 30% were also allowed to receive services through Title I funds. Part of
those services included being in classrooms with paraprofessionals and invited to participate in
after-school tutoring. As mentioned earlier, the struggling 30% are identified through MEAP and
NWEA MAP scores. His scores indicated that he was in the struggling 30% of his grade-level.
I had a glimpse of Isaacs home life when I called his mother to enroll him in after-school
tutoring. She said that she knew he was a struggling reader, but couldnt always work with him
because she works afternoons. After talking with Isaac, it was clear there were not many books at
his house, and he would spend most of his time playing video games or exploring outside. He
said that the only reading he does at home was for school, but only when he remembered to do it.
Tests Given and Summary of Test Results
The pre-assessment that Isaac first completed was Fountas and Pinnells Benchmark
Assessment. The purpose of Fountas and Pinnells testing is to find the instructional reading
levels of struggling students and pinpoint specific components of their literacy learning. A
related assessment that I administered was Fountas and Pinnells Reading Records. This is very
similar to the Benchmark Assessment. A running record is performed on a selection of a familiar
text and students are asked comprehension questions at the end. The Reading Record is not used
to place a student in a certain level, but to monitor the progress the student is making in their
small Leveled Literacy Intervention Groups.
Fountas and Pinnells Benchmark Assessment
All of my students, including Isaac, were benchmarked using Fountas and Pinnells
Benchmark Assessment. It is a time-intensive assessment that provides information on the
students reading strengths and processing needs, comprehension, and fluency. (Fountas and
Pinnell, 2012) A student reads an unfamiliar text while a running record is performed. After the
student is finished reading the text, they are asked multiple comprehension questions that ask the
students to think about details within the text, beyond the text, and about the text. Based on the
data, students are placed in different reading levels, which are labelled A-Z, with A being the
lowest and Z being the highest.
Isaac was assessed before I identified him as a candidate for the Literacy Learner
Analysis Project. He was assessed by our schools Lead Literacy Interventionist on September
10th. The different components that are assessed and given scores are accuracy, fluency, selfcorrections, and comprehension.
Isaac read aloud a selection of a Level N story called Dogs at Work while a running
record was performed. While reading the selection, Isaac made a total of 12 errors and selfcorrected twice. After analyzing the errors, 9 of the errors were made based on the visual
similarities between words, such as reading places instead of place, that instead of they,
and tough instead of taught. Nine of his errors did not rely on syntax. For example, the
sentence was, guide dogs have to focus on helping their owners. Isaac read, guide dogs have
to fierce on helping their owners. With 12 errors, Isaacs accuracy score was 95%. A score of
95% accuracy put him in the instructional level. Isaac read at a rate of 101.6 words per minute
and his fluency score was a 2, based on a scale of 0-3, with three being the highest. It was noted
that he was a bit choppy and did not [have] much expression in his voice. I noticed that a
score of 1 was written initially, but it was changed to a 2.
After he read aloud and finished the story to himself, he was asked several questions
about the story. Isaac was able to answer questions that expressed his understanding of
information within the text and beyond the text. He had a more difficult time answering
questions about this text when he was asked, How did the author make this book interesting?
No additional understandings were noted, and he received a score of 8/10, which is satisfactory.
Based on his assessment scores, Isaac was placed in Instructional Level N. Level N meets
expectations at the 3rd grade level. This means he is not yet reading at an independent 3rd grade
level. As a 5th grader, Isaac is about two grade-levels behind.
Fountas and Pinnells Reading Records
I used Fountas and Pinnells Reading Records as an on-going and post-assessment to
Fountas and Pinnells Benchmark Assessment. The Fountas and Pinnell assessment data can be
seen in Table 1, including the Benchmark Assessment data.
Although it is ideal to perform a Benchmark Assessment as a post-test, I used the
Reading Records are as a substitute because of time and personnel constraints. The Reading
Records assess the same components as the Benchmark Assessment (accuracy, self-correction,
fluency, and comprehension) and shares important information about a students literacy needs. I
use the data from these Reading Records to move students on to the next level, or keep them at
their level. I knew from initial informal observations of Isaac that I wanted to focus on fluency.
He read without expression or pausing and his first fluency score was initially a 1.
The objective of the first lesson was that Isaac was going to read the selection with a
fluency score of 2. Isaac was assessed on September 25th using a Reading Record for the story
Alexandra Swift, Track Star? Before the assessment, Isaacs displayed a poor attitude in our
small group. Our lesson was on expression, and he complained that it was too easy, and said
that reading was boring. Although his fluency score did increase because of his expression and
phrasing, the other scores of this assessment reflected his attitude. His accuracy was 93%, which
would indicate that the selection was too hard. Fifteen of his 17 errors were based on visual cues
that didnt fit with the story. He made no self-corrections, which tell me that he was not
monitoring his reading. It was apparent that Isaac had no intention of trying his best during his
assessment. His rate was noticeably slower than when he did the benchmark assessment, at 75
words per minute. When I asked him the comprehension questions he was defiant and could only
answer questions relating to what he learned in the selection, and did not want to answer
questions that asked him to think about the text or beyond the text. A similar occurrence
happened the next time he was assessed.
On October 9th, he was assessed using a Running Record for the story Cricket Musicians.
His objective was to read at a faster rate than his last assessment, 75 words per minute. He
started off our small groups in a good mood, and seemed genuinely interested in the text. As
soon it was time for him to read aloud to me, his attitude changed. His rate continued to decrease
to 71 words per minute. Again, his accuracy was only 93%. This time, however, he made one
self-correction. Nine of the 19 errors he made were based on visual cues, and 10 errors were
based on meaning. It appeared that he made no progress. His continued lack of interest and effort
played a significant role in his poor assessment scores.
As we went through the Fountas and Pinnell Level N, I continued working with Isaac
during tutoring sessions. I observed that Isaacs attitude was improving, and it seemed that he
began to trust me. He still had some temper issues, but his overall engagement in the small
groups improved. When Isaacs LLI group came to the novel study lessons, I administered a
post-assessment to see if he was meeting his objectives, which was to increase his accuracy, rate
and overall fluency score. The novel study did not come with a recording sheet for a Reading
Record, but I was curious if Isaac had made any progress. On October 23rd, I decided to do an
informal running record of a short selection of the novel, Easy Money. Isaac only made seven
errors with an accuracy score of 97% and self-corrected his reading nine times. His rate was still
below level, at 72 words per minute, but the increase in self-corrections shows that Isaac had
begun to self-monitor his reading and focusing on reading the words accurately.
His low assessment scores told me that I needed to change the lesson objectives. My
lessons, although tied to fluency, were too narrow, and only focused on expression and prosody.
After two of the on-going assessments, I noticed the decline in his rate and his accuracy, I knew I
had to shift my focus from expression and prosody and turn it to rate and accuracy. I also needed
to work on my relationship with him as a student.
Table 1: Fountas and Pinnell Assessment Data
Date and
Selection Title
9/10
Dogs at Work
9/25
Alexandra Swift,
Track Star?
10/9
Cricket Musicians
10/24
Easy Money
Accuracy
(%)
SelfCorrection
Fluency
(0-3)
Words Per
Minute
Comprehension
95%
1:7
101.6wpm
8/10
93%
N/A
75wpm
4/10
93%
1:17
71wpm
6/10
97%
1:1.78
72wpm
N/A
Lesson Plan Matrix

Lesson Foci/Date
Fluency
9/25/14
Fluency
10/9/14
Accuracy and
Rate
10/23/14
Objectives
Isaac will read a
selection of Alexandra
Swift, Track Star? with
appropriate prosody by
reading with expression
and earning a fluency
score of 2 or more.
CCSS.ELALITERACY.RF.5.4
Read with sufficient
accuracy and fluency to
support comprehension.
CCSS.ELALITERACY.RF.5.4.B
Read grade-level prose
and poetry orally with
accuracy, appropriate
rate, and expression on
successive readings.
Instructional Materials
Isaac will read a

selection of Cricket
Musicians ? with
appropriate prosody by
reading with expression
and earning a fluency
score of 2 or more.
Fountas and Pinnells

Red System Lesson 83
book, Cricket
Musicians and
Recording Form
Timer
Isaac will read a

selection of Easy
Money, with increased

book, Easy Money and

book, Alexandra Swift,
Track Star? and
Recording Form
Timer
White board
Reading A-Zs
Readers Theater, The
Poster Contest. by
Ellen Forrest
On-going assessment
His progress will be
monitored using
Reading Recording
Form, including Oral
Reading, Fluency
Scoring, and
Comprehension
Conversation questions.
Other anecdotal
observations will be
made during lessons
and Thursday tutoring
sessions.

monitored using
Reading Recording
Form, including Oral
Reading, Fluency
Scoring, and
Comprehension
Conversation questions.
Other anecdotal
made during lessons
and Thursday tutoring
sessions.

monitored using an
informal running record

10/24/14
fluency by getting more

than 95% accuracy,
with more than 75
words per minute, and
a fluency score of 3.
paper copy.
Timer
Composting
comprehension
selection.
10
of a Fountas and
Pinnell book and
Fluency Scoring.
Other anecdotal
made during lessons
and Thursdays tutoring
session.
Reflections on the Differentiated Literacy Lessons

By reviewing the collected data, it appears that Isaac made minimal progress toward his
goal during this period of reading instruction. Isaacs initial Benchmark Assessment put him at
the Instructional Level N, with an accuracy of 95%. It was also noted that there was not much
expression in his voice. Those two factors led me to focus on fluency instruction.
Many of our lessons did not run smoothly. Although Isaac could be a well-behaved
student, his attitude was poor and continued to worsen through the lessons. Many times he would
say, Do we HAVE to do this? Or when I would talk to him about his accuracy, he would brush
it off saying, But it makes more sense when I read it like this. According to many of his errors
on his Reading Records, that is not the case. After reviewing his Reading Records, some of his
errors were based on meaning, but most of them were based on visual cues. Many did not even
make sense syntactically.
Throughout his instruction, his accuracy, rate, and comprehension fell, which is detailed
in Table 1. His fluency stayed the same, with a few gains. The most apparent gain that Isaac
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made was with his expression and prosody. It was only until the last assessment of this period
that he showed some progress, when he read the short story, Easy Money, with 97% accuracy.
Easy Money was the novel study portion of the lesson, and it was a Level M book, one level
lower than Isaacs Instructional Level. So even though it appears that he made gains with his
accuracy, it wasnt in his Instructional Level, but his Independent Level.
His negative comments led me to believe that his perception of his reading ability caused
his attitude to worsen. Anytime I would give anything but positive feedback, he would either
shut down completely or make a negative comment. I tried to give as much positive feedback as
I could to avoid those meltdowns. Because he has good expression, I would often praise him on
his inflection. I believe that could be a reason why he was intently focused on reading with
expression and not with accuracy.
None of the lessons given for this analysis were done in isolation. Everyday Isaac
participated in small group reading instruction that focused on comprehension, fluency, and
vocabulary. I used and referred to familiar CAF strategies that were used in his 3rd and 4th grade
rooms to help strengthen his understanding. Even though he could recall those strategies and
practice them during the lessons, he did not transfer those strategies to his everyday reading or
assessments. Each lesson activity that Isaac did was modeled by me first, practiced with peers,
and then done individually. During the lessons, Isaac could perform satisfactorily. However,
when the lesson was done, he did not continue using those skills or strategies, which is evidenced
by the assessment data.
If I could start my instruction with Isaac over again, I would try different behavior
management strategies. This was my second year teaching, and I had a difficult time with
discipline and following through with consequences for poor behavior. I believe that if I would
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have started out the year with stronger behavior management skills, some of Isaacs attitude and
behavior problems might have been less intense.
Some changes that I would make to my lessons would be to make them more engaging. I
believe that the Fountas and Pinnell System is a wonderful intervention tool and a great source of
assessment data. It has proven to be beneficial for my other students. However, based on Isaacs
attitude and motivation, I think Isaac would have benefitted from lessons that differed from those
interventions. I added variety and tried to make the lessons more engaging during tutoring, but
something that I didnt do well was expressing to Isaac how the small group lessons were
connected to those tutoring activities.
After this period of lessons, Isaac was on schedule to progress to the next Fountas and
Pinnell Level. Based on the data, I was unsure he was ready for that, so I met with my lead
interventionist to discuss our options. I decided to give him another Benchmark Assessment. The
data from that Benchmark put him back in Level N. He has 95% accuracy, and satisfactory
comprehension. According to the data, he has not made significant progress since the beginning
of the year. According to Allington (), ensuring that struggling readers have texts they can read
accurately, fluently, and with understanding is critical if we want to enhance fluency. I did not
want to continue pushing him along with the system if he wasnt ready.
I would say that the majority of the techniques that I used in these lessons were newly
learned. Specifically, the information regarding response to intervention. Right now, Isaacs only
reading instruction is through the Fountas and Pinnells Levelled Literacy Intervention.
According to Samuels & Farstrup (2011), a successful RTI program should have Tier 1 gradelevel instruction, in addition to Tier 2 interventions. From that knowledge, I would like to make
some changes to my classroom instruction. Specifically, adding time for Tier 1 instruction.
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I also benefitted from researching fluency-building activities. My strengths as a literacy

teacher have been centered round comprehension, but Isaacs needs were not heavily
comprehension-based.
Recommendations to Teachers and Parents/Caregivers
For Teachers
I have been working closely with Isaac for his reading instruction for the past few
months. He was assessed using Fountas and Pinnells Benchmark System, and was placed at in
Instructional Level N, which is a beginning 3rd grade level. He was placed in Level N based on
his accuracy, fluency, and comprehension. His accuracy was 95%, and his comprehension was
Excellent. Because of his Instructional Reading Level, Isaac has been receiving Tier 2
intervention, with the Fountas and Pinnell LLI groups.
Isaac has not made any progress, even with these small groups four times a week. At this
point, focusing solely on fluency is not enough. His attitude is a barrier that needs to come down.
Part of his attitude stems from working in the small groups, with a format that does not change.
Response to intervention works best when there is a strong Tier 1 support. Isaac would benefit
from typical classroom instruction along with the Fountas and Pinnell groups. This would give
him a change to transfer what he is learning in the Tier 2 supports to his Tier 1 classroom.
For Parents or Guardians
To Whom it May Concern:
I have been working with Isaac to improve his reading-level. He was assessed at the
beginning of the year at a 3rd grade level. Because he is reading below grade-level, he was placed
in small reading groups. One of his weaknesses was fluency, so we began working towards
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improving his expression and phrasing. While working on those skills, it became apparent that
his accuracy was what needed the most improvement.
When Isaac reads, he adds words and phrases, as well as substitute words that look
similar. These changes can have an effect on his comprehension abilities. To improve his
accuracy, Isaac absolutely needs to practice reading at home. It would be beneficial to have Isaac
read aloud to someone every night. When he reads, he need to take his time to self-monitor what
he is reading. Sometimes that means stopping and checking to make sure what he is reading
makes sense.
If you would like more information please dont hesitate to contact me at school so we
can set up a time to meet.
Thanks for your support,
Ashley Hufnagel
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Appendix A
Lesson 1
Date: 9/23/2014
Overall lesson topic/title: Fluency
CCSS(s):
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.5.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on
Learning Target(s)/Objective(s):
Isaac will read a selection of Alexandra Swift, Track Star? with appropriate prosody by reading
with expression and earning a fluency score of 2 or more.
Materials:
Fountas and Pinnells Red System Lesson 76 book, Alexandra Swift, Track Star? and Recording
Form
Timer
White board
Reading A-Zs Readers Theater, The Poster Contest. by Ellen Forrest
Procedures and approximate time allocated for each event
LAUNCH (Introduction to the lesson)
(5 mins)
Introduce fluency to the students by connecting it to their CAF experiences in 3rd and 4th
grades.
Yesterday we read the story, Alexander Swift, Track Star? Right now is usually when we talk
about our comprehension, and making sure that we understand what we read. Today we are
going to focus on fluency. Can any of you remember what fluency is from last year?
After students shared their ideas, clarify the definition of fluency.
When we talk about fluency, we talk about reading accurately, with expression, and
understanding what we read. Today we are going to read with expression! This means that we
are going to think about how the author would say it. We are going to say our words with
meaning and feeling!
Allow students to discuss what they remember about fluency and expression.
EXPLORE (Outline of Key events During the lesson)
(10 minutes)
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We are going to go back to the book we read yesterday reread some interesting parts. But this
time, we are going to reread with expression. On page 17, something very exciting happens. I
would like a brave student to help me out and read the top of the page for me?
Have a student read the first line of the page, it is when Allie helps win her track race.
Next the teacher will reread the line with zero expression.
Whose reading was more interesting?
The students should identify that the teachers reading was less interesting (try to make it
boring)
Students was more interesting because he used more expression than I did. We are going to
practice reading with more expression so that we can feel how the characters of story are feeling.
This is a really exciting part of the story. How can we tell?
Possible answers:
We know she is nervous
There are exclamation points.
There are a lot of things happening.
Since we know that this is an exciting part of the story, we need to read it with excitement.
Listen to me read this part on page 17.
Read with expression and excitement.
Notice that that I used a lot of emphasis when I saw that exclamation point. I want you to try.
Listen to the students as they read with a partner. Say things like, You sounded excited there!
and That sounds more interesting when you read it like that.
SUMMARIZE (Closing Summary for the Lesson)

(3 minutes)
We are going to be getting a new book today. I want you to remember to think about your
fluency and expression. This book is interesting, and I want you to read it that way.
TUTORING CONNECTION (A Continuation of Phrased Reading)
(15 minutes)
Readers Theater Lesson

Fluency Lesson Plan: Podcasting For Fluency
Grade: 3rd-5th (or older!)
Subject Area: Language Arts
Type of Fluency Activity: Reading for fluency, recording, and reflecting.
Objective: Students will be able to read an independent-level Readers Theater script, earning a 4 on the
NAEP Oral Reading fluency scale, by reading in large, meaningful phrases, without detracting meaning
from the story, and with expressive interpretation.
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Standards: CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support

comprehension.
Materials: Readers Theater script, laptop, microphone, recording software
Text used: Level N Readers Theater Script, The Poster Contest from ReadingA-Z.com, or other
appropriate levelled scripts from reliable sources
Lesson Description:
This is small group lesson that should be done in groups of 4-6 students.
Begin the lesson by sharing the objective with the student.
Today we are going to focus on our fluency. If you dont remember, fluency is reading with appropriate
rate (or speed), accuracy, and expression. Our goal is to read this script as fluently as possible. I want
you to skim the play and look for any words that you arent sure of.
Hand out The Poster Contest to each student and ask the students to skim through the play, looking for
words that they need help reading.
When students are finished, ask them to repeat the objective of the lesson. If they need help, remind them
that they will be reading the script as fluently as possible. Remember, fluency doesnt just mean reading
with expression. It means reading words accurately and with appropriate speed. You dont want to read
too fast or too slow. How will you know how fluently you read the play?
Students may respond by saying that the teacher will tell them. Tell the students that they are going to be
listening to their own reading and checking their own fluency by recording. Today we are going to
record ourselves as we read this play, then we will play it back to listen to ourselves. When you are
listening, try to think of what you did really well and what you think you need to improve on. Ill give you
some examples.
Read the first few lines with poor fluency. Read too fast, or too slow, or with little expression. Repeat
modeling fluency mistakes. Next, read the whole text with proper fluency. After modeling appropriate
fluency, have the students choral read a short selection. Stop and reflect on the students work. Next, ask
the students to read the selection alone to a partner. After all students have practiced, assign roles to the
students.
Give students about 5 minutes to read through the play, to themselves or out loud. When all students are
finished, set up the microphone and begin recording the Readers Theater. After the first take, stop the
recording and listen to it as a group. Have each student record what they did really well and what they
need to work on. After discussing, Reread and record the Readers Theater one more time. If possible,
post the recording to your class websites for families to hear.
Assessment
His progress will be monitored using Fountas and Pinnells Reading Recording Form, including
Oral Reading, Fluency Scoring, and Comprehension Conversation questions.

Appendix B
Lesson 2
Date: 10/09/2014
CCSS(s):
Isaac will read a selection of Cricket Musicians? with appropriate prosody by reading with
expression and earning a fluency score of 2 or more.
Materials:
Fountas and Pinnells Red System Lesson 83 book, Cricket Musicians, Phrased Reading Form
84, Recording Form, Timer

(3 minutes)
Yesterday we read the story, Cricket Musicians. Lets talk about some of features you noticed
about this story.
Allow students to share their thoughts and ideas about Cricket Musicians. Prompt with some
questions:
What made this nonfiction story interesting?
What is something you learned from the story?
Wow, weve shared a lot of great ideas about the story. Right now I want to spend some time
working on one of our CAF skills, fluency. Remind me what I mean when I say fluency.
Students share their ideas of fluency.
The purpose of the lesson is think about how our phrasing sounds. Lets look back Cricket
Musicians and think about how our reading sounds.
(10 minutes)
Hand out Phrased Reading 84 to each student.

We have seen a sheet like this before. Can someone tell me what the slashes are for?....Right,
18
19
those are the different phrases, or groups of words, that we read together. Those slashes are
where we can make small pauses to help us read more fluently. I am going to read the first part
of these selection out loud for you to hear me. Id like you to follow along in your head, because
we are all going to try this together in a moment.
Model Phrased Reading, then invite the students to join in.
All of us are going to read this together with proper phrasing.
Do the Phrased Reading with the students.
Now I want you to work with your partner to practice on your own. Be a good partner and
listen.
When all students are finished, comment on their performance.
I heard
I liked
Next, have the students turn to page 15 in their books and read the page, focusing on their
phrasing.

(1 minute)
We are going to be getting a new book today. I want you to remember to think about phrasing.
We read the groups of words, not just individual words.
TUTORING CONNECTION (A Continuation of Phrased Reading)
(15 minutes)
Repeat the lesson above with Isaac and a different group of students. Assess Isaacs ability to
transfer the knowledge of the earlier activity to tutoring.
Assessment
Isaacs progress will be monitored using Fountas and Pinnells Reading Recording Form,
including Oral Reading, Fluency Scoring, and Comprehension Conversation questions.
20
Appendix C
Lesson 3
Date: 10/09/2014
CCSS(s):
Isaac will read a selection of Easy Money, with increased fluency by getting more than 95%
accuracy, with more than 75 words per minute, and a fluency score of 3.
Materials:
Fountas and Pinnells Red System Lesson 89 book, Easy Money and paper copy.
Timer, Composting comprehension selection.
(3 minutes)
In class today, our group is reading a novel called Easy Money. It is a long book, and sometimes
we make errors when we read. I want to talk about what we can do when we read, so we dont
make those errors.
(10 minutes)
Handout reading selection, Compost Pile, to each student.

I am going to read out loud this first paragraph about composting. I want you to follow along
with me
Read out loud from the selection, making different errors. When you are finished, ask the
students what I readhoping that some of them caught your mistake.
What did you notice about my reading?
Expect students to point out errors.
Youre right, I made some errors. I am going to reread this selection and show you something
that I could do differently.
Reread the selection with the same errors, this time, model how you are self-monitoring and
correcting those errors.
Ask the student to partner read the next selection. While one partner is reading, the other should
21
be monitoring their reading. Have the students switch.

Right now, you have a partner helping you monitor your reading. Do we always have a friend
with us to help us out? Because a lot of the time, we are reading on our own, we need to make
sure we are listening to ourselves read. There are a lot of ways that you can monitor your own
reading. The moment something in the story doesnt make sense to you, you should stop and
make sure that you are reading the word correctly.
Read the top paragraph of the selection, making a mistake that changes meaning.
A compost pile is a pile of leaves, grass, and some leftover foods that you keep inside.
Hmmthat doesnt make sense, who keeps grass and leaves inside? I have to go back and make
sure I read that right. Oh...it really says, A compost pile is a pile of leaves, grass, and some
leftover foods that you keep OUTside.

(1 minute)
I know that we talk about phrasing, and reading with an appropriate rate, but sometimes you
have to stop and make sure what you read makes sense. Reading the whole word correctly can
save you a lot of trouble later in the book. As we continue reading Easy Money, I dont want you
to stop thinking about being the best reader you can be, and monitor your own reading.
CLASSROOM CONNECTION (A Continuation of Phrased Reading)

(15 minutes)
Finish reading Easy Money in class. Listen to the students read and observe to make sure they
are self-monitoring.
Assessment
His progress will be monitored using an informal running record of a Fountas and Pinnell book
and Fluency Scoring.

Appendix D
Artifact 1: Benchmark Analysis
22
23
24
25
26

Appendix E
Artifact 2: Alexandra Swift, Track Star? Reading Record
27
28
29
30

Appendix F
Artifact 3: Cricket Musicians Runny Record
31
32
33
34

Appendix F
Artifact 4: Easy Money Reading Record
35
36
37
38
References
Allington, R.L., (2006). Fluency: Still Waiting After All These Years, Ch. 5 p. 94-105.
Amidon L. M. (n.d.) Cricket Musicians
Boushey, G., & Moser, J. (2009). The CAFE book: Engaging all students in daily literacy
assessment & instruction. Portland, Me.: Stenhouse.
Flikkema, E., & Papp, A. (2002). Reading for understanding. Greensboro, N.C.: Carson-Dellosa.
Forrest, E. (n.d.). The Poster Contest. In ReadingA-Z.com.
Fountas, I., Pinnell, G., & Portsmouth, N. (2011). Fountas & Pinnell benchmark assessment
system.
Fountas, I., Pinnell, G., & Portsmouth, N. (2013). Fountas & Pinnell leveled literacy
intervention.
Gambrell, L. (2011). Best practices in literacy instruction (4th ed.). New York: Guilford Press.
Moss, A., & Basso, B. (n.d.). Easy money.
Noyes, J., & Love, J. (n.d.). Alexandra Swift, track star?
Samuels, S. J., & Farstrup, A. E. (2011). What research has to say about reading instruction (4th
ed.). Newark, DE: International Reading Association.

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Running Head: HUFNAGEL: LITERACY LEARNER ANALYSIS

Hufnagel: Literacy Learner Analysis

HUFNAGEL: LITERACY LEARNER ANALYSIS

Brief Background and Reason for Project Focus

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

Lesson Plan Matrix

Isaac will read a

Fountas and Pinnells

Isaac will read a

Fountas and Pinnells

Fountas and Pinnells

His progress will be

His progress will be

HUFNAGEL: LITERACY LEARNER ANALYSIS

fluency by getting more

Reflections on the Differentiated Literacy Lessons

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

I also benefitted from researching fluency-building activities. My strengths as a literacy

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

SUMMARIZE (Closing Summary for the Lesson)

Readers Theater Lesson

HUFNAGEL: LITERACY LEARNER ANALYSIS

Standards: CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support

HUFNAGEL: LITERACY LEARNER ANALYSIS

Procedures and approximate time allocated for each event

Hand out Phrased Reading 84 to each student.

HUFNAGEL: LITERACY LEARNER ANALYSIS

SUMMARIZE (Closing Summary for the Lesson)

HUFNAGEL: LITERACY LEARNER ANALYSIS

Handout reading selection, Compost Pile, to each student.

HUFNAGEL: LITERACY LEARNER ANALYSIS

be monitoring their reading. Have the students switch.

SUMMARIZE (Closing Summary for the Lesson)

CLASSROOM CONNECTION (A Continuation of Phrased Reading)

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

HUFNAGEL: LITERACY LEARNER ANALYSIS

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