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Reading 3030 Case Study Information

This case study outlines classroom assessments conducted by Ms. Hughes in a 2nd-grade classroom with 19 students. The focus is on spelling instruction and vocabulary integration, where students are introduced to twelve new words weekly, engaging in word sorts and activities. The study also highlights the individual assessment of Eliseo, a 1st grader with a Hispanic background, examining his reading levels and performance across different passages. Through observations, it was determined that Eliseo's instructional level is at the preprimer 2 level, indicating his proficiency and areas needing support.

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Reading 3030 Case Study Information

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  1. Reading 3030 Case Study Information Nicole Lankford Olivia Ward Lacey Shanilec

  2. Part 1: Classroom assessmentQiwK Background • Classroom: Ms. Hughes • Grade Level: 2nd • Number of students: 19 • QiwK Lists: I, II, III • How is spelling taught in class: The students are given twelve new words every week to learn. Throughout the week they do multiple word sorts with them and other words. Also, the students are required to do multiple illustrations and activities with the vocabulary to make sure they understand the meanings.

  3. QiwkK Findings

  4. QiwK Findings- word study grouping Below Amarion Omar Jascastos Bradley Sammy Deisy David 2nd Grade Instructional Level Angel Sydney 3rd Grade Instructional Level Zoie Destiney Jorge Trevar Sean Savannah Lizbeth Fancisco Above 3rd Grade Luis Miquela

  5. Part 2: Individual assessment Background • Student’s Name: Eliseo • Grade: 1st • Sex: Male • Ethnic background: Hispanic, originally from Guatemala

  6. Passage reading findings Instructional Level: Preprimer 2 Gray Area Level: Primer 1 Frustration Level: 1-2

  7. Individual assessment observations • Eliseo did an excellent job reading the emergent passage, getting all of the words correct. • In the preprimer 2, he only missed one word and understood everything that he read to us. • In the primer 1 passage, he made 7 mistakes, with us having to give words that he missed such as “castle” or “ shouted.” However, he understood the story a lot better than we did. • In the late 1st grade passage that he read, he made multiple mistakes and struggled, only getting 85% right and not quite understanding all of the story. We decided to stop him there as he was quickly struggling more and more with the material. • We decided that his instructional level would be at the preprimer 2 level.

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