FINAL_PROJECT
docx
keyboard_arrow_up
School
Illinois State University *
*We aren’t endorsed by this school
Course
342
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
17
Uploaded by ProfessorElectron13324
Chris Hogan
Case Study/Resource Application Final
SED342 Zablocki 12/8/15
Case Study: Maria
Maria is a 6-year old first grader with Down syndrome who recently moved schools in the middle of the year. Her and her family emigrated from Mexico when she was four, but she according to her previous teacher, she speaks English very well. Maria’s new teacher has concerns about her reading skills. Maria’s current teacher has stressed that Maria does not have the same sight word capabilities as her same-aged peers. Maria is unable to answer simple comprehension questions about a passage read aloud.
Goal I
1.
Given a letter or letter combination, Maria will say the corresponding sound with 80% on
8 out of 10 attempts. 2.
The literacy area addressed in this goal is Phonics. 3.
“Brown Bag it”
a.
Phonics is associating sounds with letters and using those sounds to read or decode words (Zablocki, 2015). b.
“Brown Bag It”
i.
There will be 26 bags each with a letter on it. Students then are given a variety of pictures of nouns and are required to put the picture in the bag with the corresponding sound. http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdf
ii.
This activity is related to phonics because it teaches the relationships between written letters and sounds and also teaches students how to associate sounds with letters.
iii.
For this activity, to assist Maria in completing this activity, the teacher could tell Maria what the picture is. For example, Maria may look at a picture and not know what it is. That is where the teacher can tell Maria the name of the picture so she can hear the word and discriminate the initial sound and place the picture in the bag with the corresponding letter sound. This activity’s directions can be worded in Spanish to meet cultural/linguistic needs of the student.
Goal II
1.
Given a brief reading passage on her instructional level, Maria will read the passage and be able to retell the main ideas with 100% accuracy on 4 out of 5 attempts
2.
The area of Literacy being addressed is Comprehension. 3.
a.
Comprehension is the active process of getting meaning from text (Zablocki, 2015). b.
“Get the Gist”
i.
Students are given the text, summarizing cards and a paper at the center of
the table. Taking turns, the students choose student one and student two. Student one reads a passage and asks questions to student two. The two go
back and forth until the text is read. The two write the main idea on the sheet of paper.
http://www.fcrr.org/curriculum/PDF/GK-1/Archive/C_Final.pdf
ii.
This activity is related to comprehension because it deals with reading passages and deciding what the main idea of the content read was which is
ultimately the main idea.
iii.
For this activity to fit Maria’s goal, it needs to be modified to make it age appropriate. She is in kindergarten and most likely is not writing complete sentences and reading passages of texts. For this activity, instead of Maria reading the passage and asking questions to each other, the teacher will read the passage to Maria and ask the questions. Instead of writing the main idea down on the sheet of paper, Maria will say the main idea of the passage/story to the teacher. This activity’s directions can be worded in Spanish to meet cultural/linguistic needs of the student.
Goal III
1.
After listening to a story, Maria will recall four sequenced events with 100% accuracy on 4 out of 5 attempts
2.
The area of literacy being addressed is Comprehension.
3.
a.
Comprehension is the active process of getting meaning from text (Zablocki, 2015).
b.
“First Day of School sequence story”
i.
This is a worksheet with a social story included for students to organize by
sequence. The story is read and below are sentences of events that happened in the story arranged out of order. Students are to write the number that the event happened next to the event.
http://www.havefunteaching.com/worksheets/reading-worksheets/plot-
worksheets/order-events-worksheet-2/
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
ii.
The activity is related to the area of comprehension because it teaches students to think about the order of events in which they happen. iii.
This activity could be modified for Maria by the teacher reading her the story. It could also be modified by adding visuals next to the events so that
Maria can better understand what is happening in each event. This activity’s directions can be worded in Spanish to meet cultural/linguistic needs of the student.
Goal IV
1.
When shown 25 sight words, Maria will say the word within 5 seconds of being shown the word with 100% accuracy on 4 out of 5 trials
2.
The literacy area being addressed is Fluency 3.
a.
Fluency is the ability to read accurately, quickly, and with expression (Zablocki, 2015).
b.
“Fish me a word”
i.
This activity is fun and interactive. The student uses a small magnet to pull
up the paperclip attached to the sight word fish. When the student has pulled up a word, they must say the word in order to be able to fish again.
http://www.education.com/activity/article/fish_kindergarten/
ii.
This activity is related to fluency because sight words make up a large portion of children’s vocabulary and in order to improve fluency, they need to master sight words. Sight words help connect sentences and make them flow better which helps a student’s fluency.
iii.
This activity can be modified in a way that suits Maria’s needs by only using a few sight words at a time. Adding all of the sight words at one time can be overwhelming for her and can make her lose confidence. Focusing on the words she requires additional assistance with as well as adding a few words that she is proficient with can be an effective strategy/modification. This activity’s directions can be worded in Spanish to meet cultural/linguistic needs of the student.
Goal V
1.
Given the letters of the alphabet, Maria will write all of the letter as well as her name using upper and lower case letters with 100% accuracy on 5 out of 5 trials
2.
The area of literacy being addressed is alphabet knowledge
3.
a.
Alphabet Knowledge is the ability to name, distinguish shapes, write, and identify
the sounds of the alphabet (Mason, 1984). b.
“The Hungry Letter Mouse”
i.
For this activity, students work in pairs. One student writes a letter on a whiteboard and the other student had to try in guess the letter within 3 seconds before the other student erases the letter. The student gets two attempts at trying to guess the letter before the other student erases the letter or before “the mouse eats it”. http://www.fcrr.org/curriculum/pdf/GK-1/Archive/F_Final.pd
f
ii.
This activity is directly related to alphabet knowledge. It deals with knowing the letters by sight within a short amount of time which also practices fluency. iii.
For Maria’s purposes, this activity can be modified in many ways. First, since the goal is to be able to write her name and lower and uppercase letters, the activity could be modified by requiring her to say the letter and then write down both the same upper and lowercase letter. Also, instead of
only giving three seconds to identify the letter, the activity can be modified by extending the amount of time allowed to respond. This activity’s directions can be worded in Spanish to meet cultural/linguistic needs of the student.
4.
Step-by-step description for “Fish me a Word!” Goal # IV
I.
Anticipatory Set:
a.
To hook the student, I would use a pun to correlate the fishing game to the goal.
i.
“Today we are going to learn to fish and fish to learn”
II.
Modeling: a.
In front of my students, I would place the tub of sight word fish on a table where they could all see. I would take one of the sight word fish (attached to a paperclip so it can be pulled up by a magnet) out of the tub for the students to see. I would then show them the ‘fishing pole’ (magnet on a stick) used to pull the fish up. Then I would demonstrate the activity by using the ‘fishing’ pole to pull up the sight word fish and say the name of the word on the fish.
III.
Guided Practice:
a.
To show the students what is required of them to do more in-depth, I would ask for a volunteer to show them what is expected of them when it is their turn to go. They fish up the word, and say the word to me and I determine if it is correct.
IV.
Independent Practice:
a.
I students will come up one by one and complete the activity. When it is Maria’s turn, I will have a timer ready so that I can observe how long it takes her to identify the word by sight. She is expected to know all 25 basic kindergarten sight
words. This activity will be played once a day for the week and she is expected to master the skill with 100% accuracy at least 4 out of the 5 days of the week for however many weeks it takes her to meet the criteria.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
5.
Justification:
The reasoning behind the activities set up to help Maria grow in her literacy development was to create and implement activities that would pique her interests while simultaneously assessing her on her literacy growth. Each activity correlates with the instructional goals that the teacher had set up for her. Most of the goals were completed, although some goals required criteria and outcomes to strive for. From previous practice, 1
st
graders enjoy playing games that correlate with learning. It is exciting and motivating to them. After writing the goals, I researched different activities that correlated with each goal and decided whether or not the activity was relevant to the learner and the goal. This was the biggest mountain to climb. Each activity will be recorded for future reference. I believe highly in progress monitoring and will be reviewing the data collected to see how far Maria has come in her literacy development and whether or not the activities are effective although I do believe that they will be. Data sheets and references pages will always be readily available for parents to look at.
Some activities were spot on, and other required some slight modifications to support Maria’s instructional needs. However, most of the modifications that needed to be made were not
because of her disability, but ultimately developmental. There were effective strategies for older grades that I thought could be changed in a way to support the needs of a 1
st
grader. The age-
appropriateness of the activities. There were a number of activities that originally required the students to write out a lot of text. I altered this by only requiring the students to verbally respond to what was asked instead of having to write it all down. Also, the direction page of each activity
will be printed in Spanish in case Maria would like to read in Spanish, or if the parents would like a copy sent home to practice with their daughter.
Case Study: Raymond
Raymond is a 5-year old kindergartener. He is a Black student and has difficulty with basic reading skills. There is no official specific disability for Raymond’s reading difficulties. He shows difficulty with rhyming words. Raymond also requires additional assistance with identifying lowercase letters as he often mixes them up. Raymond enjoys listening to stories and can retell the characters and setting of a story. He knows how the story starts and finishes, but has difficulty sequencing the middle of the story. Raymond’s parents have agreed to assist him with work at home if the teacher is to send items home. This should be noted in modifications so that they can be modified for both Raymond and his parents if required.
Goal I
1.
Given a list of CVC words, Raymond will match the words that rhyme with 90% accuracy in 10 trials
2.
The area of literacy that is being addressed is Phonemic awareness.
3.
a.
Phonemic Awareness is the ability to hear and manipulate sounds in words (Zablocki, 2015).
b.
“Draw a Card” word game
i.
Students make words using consonant and vowel cards, then sort ‘real’ and ‘nonsense’ words. Cards are in two stacks- vowel stack and consonant
stake. Students are provided with a sheet to write on. Students take turns pulling two consonants and one vowel card. Students separate words into real words and nonsense words. http://www.fcrr.org/curriculum/pdf/GK-
1/Archive/P_Final_Part4.pdf
ii.
This activity relates to phonemic awareness because it has to do with creating basic CVC words and arranging the letters to make a correct word. It also touches on vocabulary by doing that.
iii.
In order to meet Raymond’s goals, this activity needs to be modified. This activity can be modified by adding in a step where the students must rhyme three additional words with the ‘real’ word that they created using the stacks of letters. By doing this, it help Raymond spell out CVC words and understand that there are numerous words that rhyme with them. It can also be modified by eliminating the ‘nonsense’ words so that the students do not get confused.
Goal II
1.
Given all 26 lowercase letters individually written on notecards, Raymond will accurately and independently identify each letter at a time with 100% accuracy on 4 out of 5 trials
2.
The area of literacy that is being addressed is Alphabet Knowledge
3.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
a.
Alphabet Knowledge is the ability to name, distinguish shapes, write, and identify
the sounds of the alphabet (Mason, 1984).
b.
“Letter Arc”
i.
In this activity, the student is faced with an arc made up of all of the letters. There will be a pile of corresponding letters to place over the letters on the arc. The student picks up the letter, says the name of the letter, and then places the letter on top of the corresponding letter on the letter arc. http://www.fcrr.org/_/images/pdfs/vpk_activities/AK1_Letter_Arc_color.
pdf
ii.
This activity relates to Alphabet Knowledge because it deals with knowing
the letters and being able to say the name of the letter by sight. The activity is relevant because it can be used multiple times as an accurate measure of alphabet knowledge.
iii.
For this activity to be relevant for Raymond’s goals, some medications could be implemented. The goal focuses on lowercase letters so instead of
the letters on the arc being uppercase, all of the letters would be lowercase. If the arc is too overwhelming for him, the teacher can start the
activity using the letters Raymond knows instead of all of them at once. Lastly, to challenge Raymond a little bit, the arc can remain all uppercase, but the letter pile could be all lowercase letter so that the student has to correctly match the lowercase letter with the corresponding uppercase letter.
Goal III
1.
After listening to a story, Raymond will identify the main ideas of the story by retelling them to the teacher with 100% accuracy in 4 out of 5 trials
2.
The area of literacy being addressed is Comprehension. 3.
a.
Comprehension is the active process of getting meaning from text (Zablocki, 2015).
b.
“Story Hand”
i.
In this activity, the student traces their hand on a sheet of paper. The palm of the hand is where the student writes the main idea. The thumb is where the student writes the author and the rest of the fingers are where the student writes supporting details about the text. http://www.fcrr.org/curriculum/PDF/GK-1/Archive/C_Final.pdf
ii.
This activity relates to comprehension because it works towards teaching students about main idea and supporting details of a text read. After having a story read to them, or after reading a text independently, the student creates this support to help map out the necessary components of reading comprehension.
iii.
This activity can be modified to fit Raymond’s instructional needs by having the story read to him instead of reading the text himself. This modification would be more age appropriate as kindergartners are not expected to read full texts with a plot. By filling this activity out during and after the text is read, Raymond can refer to it when the teacher asks him to retell the main idea of the story.
Goal IV
1.
After listening to a story, Raymond will retell the story by sequencing four events with 100% accuracy in 4 out of 5 trials
2.
The area of literacy being addressed is Comprehension
3.
a.
Comprehension is the active process of getting meaning from text (Zablocki, 2015).
b.
“Sequence a Story”
i.
In this activity, the students read a story like “The Three Billy Goats Gruff”. There is a pocket chart and scrambled sentences with events on them in the middle. Students pull out each sentence strip and determine where it goes in order of the story. Stop when the strips are all arranged in sequential order. http://www.fcrr.org/curriculum/PDF/GK-1/Archive/C_Final.pdf
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
ii.
This activity is related to the literacy area of comprehension because being
able to tell a story in sequential order is paramount for story understanding. The goal addressed was for Raymond to tell the story sequentially so this activity is a good assessment for that.
iii.
This activity can be modified for Raymond’s instructional needs by having
the teacher read the story to him. Instead of requiring Raymond to read the
sentence strips, the teacher can provide pictures for the events that happened with a number on them and then Raymond would be required to place the pictures in sequential order. This can be an activity that Raymond’s parents work with him on at home. They can read him a story at night and he would have to retell the story in 5 order of events.
Goal V
1.
Given a letter production assessment on paper with pencil, Raymond will write all lowercase letters of the alphabet with 100% accuracy on 4 out of 5 trials
2.
The area of literacy being addressed is Alphabet Knowledge. 3.
a.
Alphabet Knowledge is the ability to name, distinguish shapes, write, and identify
the sounds of the alphabet (Mason, 1984).
b.
“Alphabet Handwriting Practice Pages”
i.
In this activity, students are given 26 sheets, each focuses on one letter of the alphabet. Students practice writing the letter both upper and lowercase so they can begin to associate that they are the same letter, just different forms. There is a section for students to draw pictures of something that beings with the letter. http://kindergarteniscrazy.blogspot.com/search/label/alphabet
ii.
This activity is related to alphabet knowledge because it directly correlates
with knowing letters both upper and lowercase. Students get direct practice writing the letter of the alphabet in both forms and this activity will help Raymond differentiate the differences between /b/ and /d/, /g/ and /j/, /m/ and /n/, and /p/ and /q/. iii.
This activity can be modified for Raymond’s instructional needs by lowering the amount of sheets and letters given to him at once. The teacher could focus on the letters that he mixes up and provide him with additional support so that he can eventually differentiate between the letters. This is an activity that can be sent home with Raymond to practice with his parents. The teacher could provide detailed instructions for what I
expected of Raymond to do with this activity.
4.
Step-by-step Description for “Story Hand” Goal #III
I.
Anticipatory Set
a.
I would start the activity by asking the students: “Who here thinks they can retell a story by looking at their hands?” I would wait for responses and then move onto
telling them that I am going to teach them how to do it.
II.
Modeling
a.
Using an overhead or projector or right in front of the student, I will show the class/student how to trace your own hand using a piece of paper and a pencil, pen,
or marker. Then, above each area of the hand being used (palm, thumb, fingers) I will write what area is supposed to go there. The main idea goes in the palm section, the author/title goes in the thumb area, and supporting details of the story go in the fingers.
III.
Guided Practice a.
On the overhead/projector/in front of the student I will trace my hand and write in
an example of what the student is expected to do. As an adult, there are many simple stories that I remember so off of the top of my head, I will create my own story hand using the story “Goldie Locks and the Three Bears”. I will write the title and author of the book in the thumb section of my traced hand. I will write in the Main Idea of the story in the palm section of my traced hand. And finally, I will write in supporting details in the finger sections of my traced hands.
IV.
Independent Practice
a.
When the student understands what is expected of them, Raymond will use a piece of paper and marker to trace his hand. After that is finished, he will label the
parts of the hand in the corresponding sections of the activity. Then, I will read
him the story “The Three Billie Goats Gruff”. After reading the story, Raymond will be allowed time to reflect on the story that was read to him and he will be asked to tell me the main idea of the story and four supporting details. Because he
is in kindergarten, it is unfair to expect him to be able to write informational complete sentences. Therefore, I will ask him the questions, he will tell me what he believes, and then I will write his responses down on the sheet for him. Later on, I will ask him to retell the story again and he can use his sheet for reference and he will be required to retell the story.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
5.
Justification Raymond’s activity were geared towards developing a more consistent literacy growth. He does not have a specific disability, just delays in his reading and comprehension skills. To get back on track with his same age peers, the goals implemented focused on the areas of instructional need that Raymond required. Raymond had difficulty rhyming words so a rhyming activity using CVC words was implemented. He also had difficulty identifying and writing the lowercase letters. There were two separate activities that focused on these two areas of need. Differentiating lowercase from uppercase was what the activities focused on and were the areas that Raymond needed additional support with. Raymond struggled with comprehension of stories
recalling key details of stories and the main ideas. Two activities were implemented for these areas of need. The activities focused on helping Raymond say his thoughts out loud to help visualize the sequences of the story and to think about the main ideas of the story.
Over the course of the upcoming days, weeks, months, semester, and/or years, data will be taken and used to target areas of additional need and implement other types of supports. Progress monitoring will be essential to see if Raymond has needs that extend outside of the general education classroom. Raymond is still very young and his instructional needs could very much be developmental and will improve over the matter of time.
The modifications made for the activities were primarily because of developmental purposes and age appropriateness. Some activities required the knowledge of someone older than a kindergartener, so alterations needed to be made to fit Raymond’s instructional needs as well as age appropriateness. Raymond’s parents expressed that they would be willing to work on material with Raymond if it is went home. Modifications were made to send additional pages of the activity home with the parents so that they could work on the content with their son. Most of the activities do not require a lot of materials and can easily be used at home.
References Danyali, A. (2014, January 27). Fish me a Word. Retrieved December 8, 2015, from http://www.education.com/activity/article/fish_kindergarten/ Florida Center for Reading Reseach. (n.d.). VPK Learning Center Activities
[Fact sheet]. Retrieved December 8, 2015, from http://www.fcrr.org/for-educators/prek_cca.asp
Teachers Pay Teachers (Ed.). (n.d.). Alphabet Handwriting Skill Practice Pages
[Teacher Shopping site]. Retrieved December 8, 2015, from https://www.teacherspayteachers.com/Product/ Alphabet-Handwriting-Skill-Practice-Pages-583793
Wabuge, K. (2013, February 26). Alphabet Handwriting Practice Pages. Retrieved December 8, 2015, from http://kindergarteniscrazy.blogspot.com/search/label/alphabet
What is Alphabet Knowledge and Why is Alphabet Knowledge Important? (n.d.). Retrieved December 8, 2015, from http://www2.nefec.org/learn/teacher/early/alphabet/research/whatIs.htm Zablocki, M. Multiple Lectures in SED 342, Normal, IL, 2015.