Case Study-Part 3
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School
Sam Houston State University *
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Course
3383
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
9
Uploaded by Kaemshoff
Katelyn Emshoff ⼁
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Part 3: Instructional Design & Analysis of Student Learning
STR Part
The student demonstrates a significant need in Phonics skills, one of the foundations of reading skills. When assessing the student, I used these assessments: Concepts about Print, Running Record, Letter Identification, Word Reading, Writing Vocabulary, and Hearing/Recording Sounds. The assessment, Concepts about Print, showed me that the student has his strengths in directional concepts of how print works and book concepts. The student’s opportunity for growth in this area is letter knowledge,
punctuation, and one-to-one correspondence. For Running Record, the student’s strengths were using the pictures to help him read the book and concepts of print. The student’s opportunity for growth in this area is his sight words and one-to-one correspondence. For Letter Identification, the student’s strengths were identifying the letter O and understanding that the letter B is the first letter in his name. The student’s opportunity for growth in this area is letter recognition and one-to-one letter-sound correspondence with all letters and sounds. For Word Reading, the student’s strengths the student could recognize some letters in words. The student’s opportunity for growth in this area is letter recognition with all letters and sight words. For Writing Vocabulary, the student’s strengths are knowing to write left to right. The student’s opportunity for growth in this area is letter formation, letter recognition, one-to-one letter-sound correspondence for all letters and sounds and understanding that spaces go in-between
words. For Hearing/Recording Sounds, the student’s strengths were writing left to write. The student’s opportunity for growth in this area is letter recognition and letter formation for all letters.
The data that I received from these assessments showed me his opportunities for growth of letter recognition, one-to-one letter-sound correspondence, letter formation, one-to-one matching, and sight words skills. The student needs help with almost all their letters, except the letter O. He understands and recognizes that the letter
B starts with his name but does not know the name. The student does not know any of their letter sounds. The student can write certain letters such as the letter B but needs assistance when writing. He writes his letters too big for the page and cannot fit all the words on the page. At this stage of the student’s development and being in kindergarten, the teacher should address his phonics and phoneme skills. The teacher should use a pre - A guided reading approach. The teacher should start by creating lesson plans that will have individual activities to focus on certain skills that the student needs help on. The first activity will focus on letter recognition by using the letters of the student’s name to help him recognize the letters and the sounds. The second activity will be letter recognition and one-to-one letter-sound correspondence. The student will use magnetic letters to help build automaticity with letters and their sounds. The third activity will focus
on working with books. These activities will help the student understand one-to-one matching and sight words. The last activity will focus on interactive writing. The student will be able to work on writing sentences from the books and understand word spacing, 1
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one-to-one matching, isolating sounds when spelling words. These lessons will allow the student to try different activities every day to help him grow his foundational skills in phonic skills and phonemic awareness.
Week 1 (Oct 25 & 27)
Literacy Objectives and Corresponding TEKS
Monday 10/25
th
The student will identify the letters in their name by cutting their name up to put together.
The student will identify the letters and their sounds my matching pairs of magnetic letters together.
The student will use one-to-one matching by reading a book and write a sentence on a sentence strip. Wednesday 10/27
th
The student will identify the letters in their name by cutting their name up to put together.
The student will identify the letters and their sounds my matching magnetic letters to an alphabet chart.
The student will use one-to-one matching by reading a book and write a sentence on a sentence strip to identify leaving spaces between words. Description of Session
Monday 10/25
th
We first started the lesson with the name puzzle activity. I had written the students name down on a piece of paper. Then, I had the student tell me what the word was on the paper and the letters and sounds in the student’s name. After we went over his name, I cut the students name in half having the student put their name in the correct order. After I had the student do that two to three times, I finally cut up the name into individual letters having the student spell their name while telling me the letter and the sound. The second activity was match letter in the bag. For this activity, the student was given a bag that had two sets of the letters they know and the letters in their name. The student emptied their letter bag and matched the letters that are the same. I helped the student say the name of each letter. For the third activity, I helped the student read the book My Pet. While reading, I helped the student work on one-to-one matching. After reading, the student picked a sentence from the book to write on a sentence strip. We focused on the letter formation of d and g. 2
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Wednesday 10/27
th
We first started the lesson with the name puzzle activity. I had written the students name down on a piece of paper. Then, I had the student tell me what the word was on the paper and the letters and sounds in the student’s name. After we went over his name, I cut the students name in half having the student put their name in the correct order. After I had the student do that two to three times, I finally cut up the name into individual letters having the student spell their name while telling me the letter and the sound. The second activity was match letters to an ABC chart. The student matched
letters in their letter bag to the letters on the alphabet chart. I helped the student to say the name of the letter and the picture as they placed the letter on the chart. I also asked the student to give the letter sound if they know it. For the third activity, I helped the student read the book Animals in Nature.
the student picked a sentence from the book to write on a dry erase board. The student worked on leaving spaces in between his words and letter formation.
Student Response and Artifacts Monday 10/25
th
Wednesday 10/27
th
Week 2 (Nov 1 & 3)
Literacy Objectives and Corresponding TEKS
Monday 11/1
st
The student will identify the letters in their name by using magnetic letters to spell their name.
The student will identify the letters and their sounds my matching magnetic letters to an alphabet chart.
The student will identify the letters by sorting pictures to the right letter. 3
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The student will use one-to-one matching to read a book and will pick a sentence
to write on a whiteboard to focus on the sight words in the sentence.
Wednesday 11/3
rd
The student will identify the letters in their name by using magnetic letters to spell
their name.
The student will identify letters and sounds by using magnetic letters by pulling them out of a baggie and saying the name and sound as quickly as they can.
The student will identify the letters by sorting pictures to the right letter.
The student will use one-to-one matching to read a book and will pick a sentence
to write on a whiteboard to focus on the sight words in the sentence.
Description of Session
Monday 11/1
st
We first started the lesson with the magnetic letters. I put students’ letters of their
name in a baggie and had them remove them and make their first name. I first had the students name written on a white board for them to use. Then, I took it away for them to do it on their own. The second activity was finding the letter on the alphabet chart. An alphabet chart was placed in front on the student. The student named a letter in the first row and was asked to point to it. For example, I will ask the student to, “Find the letter D.” The student should say the letter name and the picture (D. dog). The student continued to name a letter in each row for the student to find. For the third activity, sorting pictures, the student was given the letters F and C. The student had to sort the pictures to figure out what picture when with what letter. For example, one picture had a
fish on it and the other had a cat. The student had to listen to the sounds of the first letter of the picture and sort them. For the last activity, the student with help will read a book and point out the sight words. The student then picked out a sentence from the book and write out the sentence underlining the sight words. Wednesday 11/3
rd
We first started the lesson with the magnetic letters. I put students’ letters of their
name in a baggie and had them remove them and make their first name. I first had the students name written on a white board for them to use. Then, I took it away for them to do it on their own. The second activity was name letters left to right. The student had a baggie of letter to take out at random and place them in a line. The student named the letters when placing them in the line. The third activity was sorting pictures. I put the magnetic letters P and A on a whiteboard and one at a time gave the student a picture and ask them what letter the picture went under. I asked the student what the picture was and what was the sound of the letter. For the last activity, we read the book We Like It. While reading, I worked on one-to-one matching and focused on specific sight 4
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words. After we read the book, I had the student pick a sentence from the book and write it out making sure the student recognizes the sight words. Student Response and Artifacts Monday 11/1
st
Wednesday 11/3
rd
Week 3 (Nov 8 & 10)
Literacy Objectives and Corresponding TEKS
Monday 11/ 8
th
The student will identify the letters in their name by tracing their name with different markers and stating their sounds.
The student will identify the letters and their sounds my matching pairs of magnetic letters together.
The student will use one-to-one matching by reading a book and write a sentence on a dry sentence strip to identify leaving spaces between words. Wednesday 11/10
th
The student will identify the letters in their name by tracing their name with different markers and stating their sounds.
The student will identify the letters and their sounds my matching magnetic letters to an alphabet chart.
The student will use one-to-one matching by reading a book and write a sentence on a dry erase board to identify leaving spaces between words. Description of Session
5
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Monday 11/8
th
We first started the lesson with rainbow writing. A piece of paper with the student’s name was put into a sheet protector. The student used dry erase marker to trace the letters how their name. Once they traced their name with one color, they, they traced their name with another color. The student did these three to four times working on letter formation. The second activity was match letter in the bag. For this activity, the student was given a bag that had two sets of the letters they know and the letters in their name. The student emptied their letter bag and matched the letters that are the same. I helped the student say the name of each letter. The third activity was reading a book and the student picked a sentence from the book to write on a sentence strip. The student worked on leaving spaces in between his words and letter formation. Wednesday 11/10
th
We first started the lesson with rainbow writing. A piece of paper with the student’s name was put into a sheet protector. The student used dry erase marker to trace the letters how their name. Once they traced their name with one color, they, they traced their name with another color. The student did these three to four times working on letter formation. The second activity was match letters to an ABC chart. The student matched letters in their letter bag to the letters on the alphabet chart. I helped the student to say the name of the letter and the picture as they placed the letter on the chart. I also asked the student to give the letter sound if they know it. The third activity was reading a book and the student picked a sentence from the book. The student helped me write the sentence on a sentence strip. I cut up the sentence and the student
had to put the sentence in order. The student worked on leaving spaces in between his words.
Student Response and Artifacts Monday 11/8
th
Wednesday
11/10
th
6
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Week 4 (Nov 15 & 17)
Literacy Objectives and Corresponding TEKS
Monday 11/15
th
The student will identify the letters in their name by cutting their name up to put together.
The student will identify letters and sounds by using magnetic letters by pulling them out of a baggie and saying the name and sound as quickly as they can.
Wednesday 11/17
th
The student will identify the letters in their name by tracing their name with different markers and stating their sounds.
The student will use magnetic letters to find the letter on the alphabet chart then say the sound of the letter.
Description of Session
Monday 11/15
th
We first started the lesson with the name puzzle activity. I had written the students name down on a piece of paper. Then, I had the student tell me what the word was on the paper and the letters and sounds in the student’s name. After we went over his name, I cut the students name in half having the student put their name in the correct order. After I had the student do that two to three times, I finally cut up the name into individual letters having the student spell their name while telling me the letter and the sound. The second activity was name letters left to right. The student had a baggie of letters to take out at random and place them in a line. The student named the letters when placing them in the line. The third activity was sorting pictures. I put the magnetic letters P and S on a whiteboard and one at a time gave the student a picture and ask them what letter the picture went under. I asked the student what the picture was and what was the sound of the letter. For the last activity it was reading a book and the student picked a sentence from the book. The student helped me write the sentence on a sentence strip. I cut up the sentence and the student had to put the sentence in order.
The student worked on leaving spaces in between his words.
Wednesday 11/17
th
7
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We first started the lesson with rainbow writing. A piece of paper with the student’s name was put into a sheet protector. The student used dry erase marker to trace the letters how their name. Once they traced their name with one color, they, they traced their name with another color. The student did these three to four times working on letter formation. The second activity was finding the letter on the alphabet chart. An alphabet chart was placed in front on the student. The student named a letter in the first row and was asked to point to it. The third activity was reading a book and the student picked a sentence from the book to write on a sentence strip. The student worked on leaving spaces in between his words and letter formation. Student Response and Artifacts Monday 11/15
th
Wednesday
11/17
th
Post-Assessment Data and Discussion of Growth
The post-assessments that I planned to assess the student again with the Letter ID, Running Records, and Hearing Recording Sounds. I started with the letter ID assessment, but before we started, I could tell he was antsy. While administering the assessment, his behavior worsened over time. I gave him a water break to breathe and calm down then tried to resume the assessment, but he started back up again with his behavior problems. He would not pay attention to the letters that I would point to and would ignore me. He was all over the place. I had to stop administering the letter id assessment. I thought that maybe it was due to him just sitting there and not being able to use his hand for hands-on assessments. I then moved on to the Hearing/Recording Sounds assessment. I hoped that this would help his behavior. Allowing him something physical to do to help him focus his attention and get him to calm down. This helped him for just a little bit. I asked him to write down all the words he knows. He looked hesitant so I started to give him examples such as his name and sight words that they the class has learned. He attempted his name and was able to write the first letter of his name which 8
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is a huge improvement from the first assessment where he only could scribble. That told
me he was in the directional scribbling stage in writing. He is now in between the use of mock letters and letter formation in writing. That was all that I could get him to write because he started to act up again. Over the past three weeks, his behavior had been out of control. Even during our tutorial sessions, he was a challenge. I asked my mentor
teacher for advice on how I should go about handling and what strategies I could use to be able to finish my tutorials. I was starting to get discouraged. She advised that I could give him more breaks like I was doing and that I could bring another student into our tutorial sessions to keep my student on track. She also mentioned that my student was a little competitive, so he would want to answer the questions before the other students.
This helped me out immensely. Even though the student would still have his moments of acting out, I was able to get my tutorial sessions all complete. I cannot say this for the assessments. I was not able to finish the post-
assessments. The student's behavior was so out of control that the teacher had to send him to another classroom. The data that I was able to receive from the letter Id assessment was that the letters that we were able to go over he knew so much more letters than he did during his first assessment. His letter names and sounds so need some more work, but he had improved from the beginning of our time together. 9
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