1 / 9

Case Study

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

yoland
Télécharger la présentation

Case Study

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Case Study By: Carla Norman

  2. 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?

  3. 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?

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

More Related