Field Experience B
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Grand Canyon University *
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Course
315
Subject
Arts Humanities
Date
Dec 6, 2023
Type
docx
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6
Uploaded by MinisterPowerMantis4
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Field Experience B: Addressing Reading Deficiencies
Lauren Stuckey
Grand Canyon University
ELM-315: Foundational Literacy Skills: Phonics and the Science or Reading
Dr. Kelly Roberts
August 20, 2023
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Part 1: Identifying Skills Deficits
1.
Identify 1-2 students with similar literacy skills deficits.
a.
Student A is 10 and Student B is 9. They have the same reading level and are between a
first and second grade level when it comes to reading. Both students have been noted to
have ADHD, Attention Deficit Hyperactivity Disorder. We use LexiaCore5 at our school
and it shows that both students need additional help with decoding and fluency.
According to our Beacon test scores, both students also need significant help with their
comprehension skills. Both students were in kindergarten when Covid-19 shut schools
down and everything went to online. This could have played apart in being below grade
level when it comes to decoding and fluency.
2.
Review existing skills data and reading performance for the students and what specific needs
they need to overcome the skills deficit.
a.
Previous assessments, benchmark, and data tests, show students finishing first with
inconsistent scores. Assessments show how long a student stays on a question and it
shows that both students will “Christmas Tree” some questions due to not being able to
focus and feeling as if they will not finish in time when they end up being the first to
complete it. Both students need help with their comprehension skills as well as trying to
focus more when completing assignments/assessments.
3.
Discuss previous strategies and activities that have been applied to help students overcome the
deficits, including any challenges and successes associated with each strategy/activity.
a.
Both students have been placed in Tier 2 Reading Intervention with lessons specified to
their needs through Moby Max. They are also pulled in the mornings to receive extra
time on our program LexiaCore5, which helps with vocabulary, blending, and decoding
words. My mentor is not aware of anything that has been done to help with their
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assisting ADHD and helping them focus when doing lessons, assignments, and
assessments. According to our recent Beacon scores, the help through Moby Max and
being pulled for Lexia has been helping.
4.
Identify and develop a practice activity that can be done with the students to practice in the
deficit area skills.
a.
I will pull these two students during small group instruction and work on worksheets
that have been printed based on their specific struggles identified through Lexia and
Moby Max. In addition to the worksheets, we will read an informational passage on the
French and Indian War and answer questions about the passage. Both the worksheets
and the passage will help their comprehension skills as well as improving their ability to
decode words and read fluently.
We have “bands” that look like large rubber bands that
go on the legs of the desk and students can bounce their feet on them, it is supposed to
help students with ADHD that have the need to move constantly and helps them be able
to focus on what they are working on. These have been placed on their desks to use.
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Reflection
For this clinical experience I worked with Mrs. Eiland, our Social Studies/Language Arts
teacher for the fourth grade two man team. We worked together going through our students and
determining which two had the most similarities in their reading levels as well as their skills
deficits. After reviewing data and working in small groups for reading, we were able to
determine two students that would be perfect for this assignment. For this I will state that the first
student, the girl will be known as Student A, while the second student, the boy will be known as
Student B from here on out.
The skills deficit that both students exhibit is lack of comprehension and trouble with
fluency and decoding words as well. Both students have Attention Deficit Hyperactivity
Disorder, ADHD, which makes focusing when learning difficult. Student A and B both have been
placed in our Tier II Reading Intervention and receive additional lessons tailored to their specific
needs through Moby Max. We use the LexiaCore5 program to work on decoding words. Moby
Max and Lexia allow you to print worksheets out that provide additional help in the areas that
the students are struggling with. Mrs. Eiland went in and printed me out four worksheets for each
student. Student A had two worksheets from Moby Max and two from Lexia. Student B had the
same. In Social Studies, the students are learning about the French and Indian War, so Mrs.
Eiland found me an additional passage with questions that was on this topic, and I worked with
student A and B on this passage to strengthen their comprehension skills.
Mrs. Eiland and I were both in agreement that if completing this activity with both
students could improve their comprehension skills and their decoding and fluency skills even a
little bit that it would be a win for us. I pulled both students for small group over four days and at
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the end, we could see that some of the words within our passage were no longer needed to be
decoded and they both were able to read them fluently. The long-term results that would be
expected if we were to continue this small group activity is that both students A and B would
improve in strength with their ability to comprehend passages and answer questions from that
passage as well as improve their fluency and ability to decode words.
Over the course of four days, I met with student A and B for a period of thirty minutes
each day working on worksheets, reading the passage, and worked on strategies to help the
students focus when working. We read the same passage everyday to work on fluency and
helping the students decode the words quickly and with hope that they eventually will not need
to decode the words. After taking the time to talk with the students and review the material on
their worksheets, they felt more confident with completing them with little help. On the fourth
day of rereading the passage on the French and Indian War, both students were able to read their
paragraphs, only having to stop on a couple of words whereas on day one they had to stop and
decode several words.
At the beginning, getting both students to focus was a struggle due to their ADHD and
they both were all over the class instead of focusing on the assignments in front of them. After
discussing with Mrs. Eiland, we grabbed two bands that go on the desks for students to bounce
their feet on. It’s for students that feel the need to be constantly moving without causing more of
a distraction for themselves and others in the class. The next day, student A and B were able to
focus a bit more due to being able to fidget in their seats without losing focus on the assignments
we were working on. This was a win because it was a quiet way for the students to fidget,
keeping their hands free to be able to work, as well as not distracting themselves. Working in a
small group with just student A, student B, and myself seemed to work well for these students
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and allowed them to focus more and complete assignments with little errors. A little praise,
assistance on focusing, and reviewing material a few more times went a long way for both
student A and student B.
I enjoyed working with these students for this experience. The activity that Mrs. Eiland
and I created was a small success and I believe that if continuing to work with these students that
big accomplishments can be made. One thing that I would change about this experience would
have to be looking more into ways to help students with ADHD before starting to pull the
students. I believe that if I had a solution ahead of time then on day one, I could have
implemented the bad on the desks beforehand rather than on day two. I also would have came up
with some sort of back-up to helping them in case the bands did not work.
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