Jason Robichaud

Data analysis:

Briefly describe lesson:

In this lesson, 16, first grade students were taught how to segment, spell, blend, and read
short vowel words with beginning consonant blend sounds. This lesson took place during
a 30-minute phonics instruction block. Four of these students, who are identified with
disabilities received small group instruction from the special education co-teacher. The
remaining 11 students received whole group instruction from myself as the general
education co-teacher. All short vowel sounds have been taught in depth prior to this
lesson. The main focus of this lesson was beginning consonant blends.

Describe how you differentiated the lesson:

Students were grouped according to academic and socioemotional needs. They were
grouped as followed:

Below-leveled learners: focused on only short i words to use with consonant blends,
such as flip, slit, spin. They also used magnet letters and elkonin boxes to spell words.
These learners sat in a small group to receive more individualized instruction.
On-level learners: given the opportunity to use elkonin boxes to spell words- students
used self-assessment to determine if they needed them. These students received
instruction in a whole group setting, with multiple forms of differentiation. This included
manipulatives, kinesthetic opportunities, along with oral and visual presentations of
materials.
Above-level learners: These students also received instruction in a whole group setting,
with multiple forms of differentiation. This included manipulatives, kinesthetic
opportunities, along with oral and visual presentations of materials. These students were
also introduced to three-letter blends after showing mastery of 2-lettter consonant blends

What was your behavioral objective?

Students will be able to spell and read short vowel words with beginning blends with
80% accuracy.

What was your assessment?

Students completed a phonics test at the end of the lesson to assess their abilities in
reading and spelling short vowel words with beginning blends. The test required them to
spell 5 dictated words, and match 5 pictures to the correct words.

** 4 students with disabilities took a modified form of the test- words only had words
with short i sound, and they could spell words with magnet letters**
What data did you collect?

Data was collected on 16 students. Of these 16 students, 4 were below-level, 7 were on-
level, and 5 were above-level. Data was collected on students abilities to spell words
with beginning consonant blends, read words with beginning blends, and then as an
overall understanding of the skill. The scores from their end of lesson assessments were
used to guide small group instruction and future lessons pertaining to phonics skills.

Student Spelling Reading Overall

1- BL 60% 80% 70%
2- BL 80% 80% 80%
3- BL 80% 80% 80%
4- BL 40% 60% 50%
5- OL 80% 80% 80%
6- OL 100% 100% 100%
7- OL 80% 100% 90%
8- OL 80% 100% 90%
9- OL 100% 100% 100%
10- OL 100% 100% 100%
11- OL 80% 80% 80%
12- AL 80% 100% 90%
13- AL 100% 100% 100%
14- AL 100% 100% 100%
15- AL 100% 100% 100%
16- AL 100% 100% 100%

What do these data tell you about your next steps for instruction for most learners? For
students with disabilities? For students who may be gifted?

Most students in the class were able to master the ability to read words with beginning
consonant blends. This tells me that most students, in all levels of learning, can blend
words (up to 4 letters) to create spoken words and understand the meaning of those
words. This skill (blending) may not need as much focus during instruction when
compared to students abilities to segment and spell words. However, students will be
held accountable to accurately read words with these skills in texts that they read during
small group instruction.
Most of the on-level and gifted learners also mastered the ability to spell words with
consonant blends, which indicates that they are able to segment the words they hear into
separate parts and record the sounds. I will now make sure that students apply these skills
into their writing unit to generalize the skills they learned. I will also extend their leaning
to include words with final blends. All the gifted learners, as well as 2 of the on-level
learners were pulled during center time to extend their learning to words with 3-letter
consonant blends. The students seemed to like this challenge, and will begin applying the
skills in future lessons.
The data collected from students with disabilities, who also show below-level abilities,
indicates that they will require further practice with segmenting beginning blends. Not
indicated on this chart, but noted through my own observations, is that the students who
received points off, did in fact struggle with the consonant blends in their spelling. All
students who misspelled a word, missed the second letter of the consonant blend. EX: slip
was spelled sip. Future lessons will include additional strategies to segment words,
including stretching words with bubblegum fingers, singing words, and counting the
parts. Elkonin boxes and magnet letters will continue to be used, so students do not need
to worry as much about the mechanics of writing letters.

What is your plan for meeting these student needs within the next similar experience?

In future lessons, I will make sure to spend more time on segmenting and spelling, and
less time on blending and reading words. The data has showed that the students seem to
grasp the blending and reading concepts quicker and more efficiently than segmenting
words and spelling them. I will make sure to research additional strategies to help
students segment correctly, particularly with words containing blends. I will also make
sure to hold students accountable with the application of this skill across subject areas
including guided reading and writing. I do think that the groupings of students worked
well for the individual learners in the classroom, as it allowed for differentiation and
extensions to learning. These groupings will continue for phonics instruction, until a need
for change is identified.