Case Study By: Carla Norman
Part A: Getting to know your student • Motivation Survey • Strengths: concept of print, return sweep, and word boundary • Weaknesses: word formation, letter/sound association, reading comprehension • Goals: initiate with no teach prompt, build confidence, gain understanding in sound/letter association • History?
Part B: Tutoring • Tutoring: • Read multiple texts: Duck and the Crown & Jack and Jill, book about Georgia for research project • Used sound boxes and Language Mastery • Shared Reading • Getting to know you writing assignment • Write lines to show where she should write the next word • What did I learn?
Part C: Literacy Level • Test scores: 21.43% reading benchmark, 76% math score, ELA benchmark given on March 6th, 45% • Early Emergent Reader • First running record: Trucks (similar wording) • Fluency: barely met requirements for level one on fluency chart • Reads words syllable by syllable
Part D: Literacy Strengths • Assessments: Bookhandling(strengths) concept of print mastered, could identify beginning and end of sentence and story • Weakness: identifying punctuation marks, teacher prompt • Picture Walk: can create movie in her mind with pictures • Reading Scale/Retelling: not able to retell story events in order, made few connections with text to self (dog), describe setting, could recall 4 – 5 characters
Part D: Cont. • Physical/Social factors? • Lesson One: Phonemic Awareness • Lesson Two: Short/Long Vowels • Lesson Three: Blends (st & bl) • Lesson Four: Rhyming • Lesson Five: Sight Words • Library books: Chrysanthemum, Goldilocks, Emma’s Turtle, Green Eggs and Ham, & If you Give a Mouse a Cookie
Part E: Lesson Plans • Lesson One: could identify most alphabet sounds, could not write all words in journal without teacher prompt • Lesson Two: magnets activity; extremely engaged • Lesson Three: enjoyed coming up with her own st and bl blends, should have let her sound out the words with blends instead of writing on board • Lesson Four: familiar with pocket chart; completed with ease • Lesson Five: ½ of sight words; independently completed sight words race
Part F: Running Record • Reading Level One to Level 3 (should be on 14-17) • Recommendations: repetition, positive reinforcement, direct instruction • Repetition: Reading multiple texts a couple times a day, during center time; Language Master Program could have her use the he day instead of centers; picture card activity; Spanish • Positive reinforcement: Positive comments/ marks on work; see difference in attitude • Direct Instruction
Part G: Reflection • Struggling readers • Teacher requirements • Changes in your beliefs about literacy and teaching • Questions you have on reading/literacy development • Goals for next semester