Transcript Case Study - Crystal Henriques Exit Essay

Case Study
Crystal Henriques
Background
• Dylin is 7 years old and
is in first grade.
• Dylin repeated
Kindergarten.
• Dylin is the tallest
student in the class and
of average weight.
• He is socially normal and
has made some new
friends.
• Dylin is very hard on
himself and doesn’t like
to get answers wrong.
• Dylin moved to Florida
over a year ago.
• His parents are divorced
and he lives with his
mom and stepfather in
Cape Coral.
• His father resides in
Indiana.
I chose Dylin because I thought he had a fantastic personality. He is always
happy and ready to learn. I thought that Dylin would be a good
case study because he has a lot to gain and because he would
enjoy the process and have fun working one-on-one with me.
Motivation & Informal
Interview
• ERAS scores: 81st percentile for recreational
reading and 86th percentile for academic reading.
• He enjoys read aloud time because he can make
pictures in his head.
• Dylin doesn’t read much at home but plays many
video and computer games.
• He loves Star Wars and Pirates of the Carribean.
He also enjoys books with lots of pictures and
action.
Spelling
• 0 words spelled correctly on the
Primary Spelling Inventory.
• 4/7 initial consonants 1/7 final
consonants and 1/7 short vowels
• 8/38 feature points
• 8/53 total points
• Early Emergent Stage
Word Identification, Phonics, and
Phonemic Awareness
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I administered a word sort for
Dylin using short a word
families. He sorted words
with –at, -ag, and –ap.
Dylin can sort words based on
sight.
Dylin cannot sound out words
and doesn’t use word families
to help him with unknown
words.
He cannot string together
sounds to make a word. For
example, he would sound out
rap, /r/ /a/ /p/ and then say
/rope/.
He has low phonemic
awareness skills.
He could sort the words but when
asked to read the words he could
not.
Fluency
• Dylin could read a Pre-primer text with
pictures with 25% accuracy. Because of
his difficulty reading pre-primer texts I
assessed Dylin’s letter name and sound
fluency.
• I showed him letters 1 at a time and gave
him 3 seconds to respond.
• 20/26 letter names correct
77% accuracy.
• 20/26 letter sounds correct
77% accuracy.
Comprehension &
Vocabulary
• Because Dylin is a nonreader I assessed
Dylin’s vocabulary with a
picture sort and I
assessed his listening
comprehension.
• He was able to identify,
name, and categorize
100% of the pictures
presented as something
you hear or something
you taste.
Comprehension &
Vocabulary
• I read Bear Feels Sick by Karma Wilson
and asked Dylin to retell it to me.
• He could retell the events in order but it
was choppy. He could also name all the
characters, the problem and solution. He
failed to identify the setting or have a
personal reaction.
• 5/9 or 56% using the retelling checklist
from Caldwell pg 68.
Standardized Test Scores
DIBELS
Kindergarten 2008-2009
FAIRS
Kindergarten
2009-2010
SAT 10
Kindergarten
Spring 2010
FAIRS
1st Grade
2010-2011
Phoneme Segmentation
Fluency
EOY 54%
BOY-NA
MOY- NA
EOY-Meets
Expectations
Not assessed
BOY-Below
Expectations
Nonsense Word Fluency
EOY 22%
Not assessed
Not assessed
Not assessed
Letter Name/Sound
Fluency
EOY 38%
BOY-NA
MOY-NA
EOY-Meets
Expectations
98%
BOY-Below
Expectations
Probability of Reading
Success
N/A
BOY-91%
MOY-86%
EOY-57%
N/A
BOY-20%
Word Reading
Sentence Reading
Not assessed
Not assessed
93%
80%
Not assessed
Total Reading Score
N/A
N/A
91%
EXCEEDS
N/A
Strengths
• Dylin has high motivation to read.
• He can hear and differentiate
between beginning consonants.
• He can comprehend text when
listening. He is able to retell events
in an story.
• Dylin has high oral vocabulary.
Areas of Growth
• Spelling: final consonants, medial vowels,
consonant digraphs and blends.
• Phonics: decoding final consonants, medial
vowels, consonant digraphs and blends.
• Phonemic awareness: phoneme
segmentation, phoneme blending, phoneme
deletion.
• Letter name and sound fluency.
Instructional Plan
Goal: Dylin will sound out & read CVC, CCVC and
CVCC (consonant blends) words with 80% accuracy
by the end of first grade.
Goal: Dylin will spell CVC words with 100% accuracy
at the end of first grade.
Activities
*Beginning-middle-end: find phonemes in sound
boxes
*Practice finger tracking
*Make words with letter tiles and cubes
*Word family wheels and flip charts
*Word maker game
*Word sorts
Words Their Way pgs 153-166
Instructional Plan
Goal: Dylin will identify each letter of the
alphabet in 3 seconds or less and indentify
the sounds that each letter makes in 3
seconds or less with 100% accuracy by the
end of first grade.
Activities
*Alphabet Scrapbook
*Alphabet concentration and BINGO
*Sort letters with different print styles
*Alphabet cereal sort
Words Their Way pgs 117-122
Instructional Plan
Goal: Dylin will segment, blend, and delete phonemes
in words with 100% accuracy by the end of first
grade (phonemic awareness).
Activities
*Match and sort rhyming pictures
*Invent rhymes
*Beginning-middle-end: Find phonemes in sound
boxes
*It’s in the Bag-A phoneme blending game
*Rhyming BINGO and Rhyming Concentration
Words Their Way pgs 112-116
Reflection
From this case study I learned that assessment in the classroom needs
to be continuous and needs to inform teaching. We use assessments to
determine individual student’s strengths and weaknesses. Then we use
the results in order to plan instruction and to group students to enhance
learning.
From the case study I learned that the process of reading is multidimensional. In order to determine why a student is struggling with
reading I need to assess students in all areas of reading. I would then
know in what areas to focus on for individual students.
I began using the Words Their Way Qualitative Spelling Inventory to
help group students for instruction. I am also using their ideas for word
sorts with each group to differentiate phonics instruction. I began using
picture sorts with my struggling students to enhance phonemic awareness.
I have groups practice sorting with a partner and
independently, they also draw & label and sort & paste in
their reading notebooks.
Reflection
I also began using the good reader behaviors from the
Caldwell text. I made a poster in my classroom of the good reader
behaviors. I refer to the poster whenever I teach a new good reader
behavior. I always say and model what good readers do. Last year I
had a hard time modeling comprehension strategies because I didn’t
understand them. But I have been practicing and made sure to
incorporate them into everyday learning. I also began having students
practice the good reader behaviors with a partner and independently
throughout the week. This seems to have improved student learning
and weekly test scores compared to last year.
I feel like I am becoming a better teacher this year. I know
what to focus on and how to teach reading. My first year in first
grade, I felt like I was drowning and didn’t know how to catch my
breath. I didn’t feel like I was teaching the kids enough and wasn’t
teaching them how to read proficiently. This year I still have lots to
learn but I feel like I am getting better and I am more prepared. My
students are learning more and are more engaged in their learning than
my students were last year.