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Case Study PacketEDEL 423/EDEL 308
333-3527
Fall, 2003CSUB
Joy Henderson CSUB1
Case Study Project EDEL 423 and Final Report EDEL 308You will be matched with a student who is an emergent reader (beginning to read). The child should be between kindergarten and second grade. Administer all of the assessments and strategies to the same child during the Wednesday afternoon sessions. Session
Assessment Strategy
19/10
Concepts About Print Read Aloud & get to know your student. (No lesson plan required.)
29/17
Phonemic Awareness Assessment Shared Reading with an emphasis on CAP (Lesson Plan)
39/24
Alphabet Inventory Phonemic Awareness: (Lesson Plan) -Elkonin Boxes (segmentation), - Word Rubberbanding (blending) - Picture Sound Sort (Rhyming)
410/1
Beginning Phonics Skills Test Alphabetic Principle (Lesson Plan)
510/8
Fry High Frequency Word List Phonics: Making Words (Lesson Plan)
610/15
None Language Experience Approach and Word Banks (Lesson Plan)
710/22
Writing Sample & Spelling Inventory
Summarizing (Lesson Plan)
810/29
Running Record / Retell Guided Writing
910/5
Anecdotal Notes taken during lesson
Guided Reading Lesson(Observe and/or conduct)
1011/12
Anecdotal Notes taken during lesson
Guided Reading Lesson(Observe and/or conduct)
Joy Henderson CSUB2
EDEL 308/423 Final Report Arrange your documentation in this order:
Title page (Your name, Instructor name, course information, etc.)Grade Summary Sheet8 dividers labeled as follows:
1. Concepts About PrintConcepts About Print AssessmentLesson Plan: Shared Reading, Including ReflectionsStudent/Teacher samples
2. Phonemic AwarenessPhonemic Awareness AssessmentLesson Plan: Phonemic Awareness (Elkonin Boxes, Word
Rubberbanding, or Picture Sound Sort), Including ReflectionsStudent/Teacher samples
3. Alphabetic PrincipleAlphabet InventoryLesson Plan: Alphabetic Principle, Including ReflectionsStudent/Teacher samples
4. PhonicsBeginning Phonics Skills TestLesson Plan: Phonics (Making Words), Including ReflectionsStudent/Teacher samples
5. Sight WordsFry High Frequency Word ListLesson Plan: Language Experience Approach, Including ReflectionsStudent/Teacher samples
6. Word Recognition and ComprehensionRunning Record passage with marked miscuesMiscue Analysis WorksheetStory RetellLesson Plan : Summarizing, Including ReflectionStudent/Teacher samples
7. Writing Writing Sample
Primary Spelling InventoryLesson Plan – Guided WritingLesson ReflectionsStudent/Teacher Samples
8. Case Study Essay
Joy Henderson CSUB3
Name_____________________________
Grade Summary Sheet: EDEL 423 Case Study /EDEL 308 Final Report
Assessments Administered Points Possible
Points Earned
Concepts About PrintPhonemic AwarenessAlphabet InventoryBPSTFry High Frequency Word ListWriting Sample & Spelling InventoryRunning Record/ Miscue Analysis & Story Retell 50
Strategies UsedShared Reading with an emphasis on CAP
10
Phonemic Awareness Lesson 10Alphabet Lesson 10Making Words 10Language Experience Approach 10Summarizing 10
Case Study EssayIntroduction and Assessment Summary (Chart)
20
Areas of Strength and Need 30Instructional Implications 40Conclusion (General instructional implications)
10
Total 210
Comments/Suggestions:
Joy Henderson CSUB4
Spell Out the Steps – Lesson Plan for Explicit Direct InstructionIntroduction: (May include any or all of the following:)
- Explain the Rationale, or purpose for learning the concept - why it's important or useful.- Activate Background Knowledge, link new learning to previously learned concepts.- Anticipatory Set – Generate interest or excitement for the lesson.
Explicit Instruction – This is teacher behavior – use verbs like ‘explain’, ‘describe’, ‘guide’ ‘define’.
Teacher Modeling – Demonstrate how to use the skills or implement the strategies being taught. Include Think-Alouds whenever appropriate.
Scaffolding – Support the students’ beginning understanding and abilities. - Provide verbal prompts, reminders, suggestions, - Provide picture clues, graphic organizers, reminder cards, frames, etc.- Complete student’s partial answer.- Provide partial answer for student to complete.
Gradual Release of ResponsibilityGradually encourage the student to assume more responsibility for independent production of the skill or implementation of the strategy.
Checking for UnderstandingOn-going monitoring of student progressStudent must demonstrate understanding or explain his/her thinking.Don’t just ask the student if he/she understands.
Closure (May include any of the following:) - Restate the main objective of the lesson, or the rationale for learning this concept.- Have the student explain what they learned or how they think it will help them.- Explain how what you learned today will relate to future learnings.
ELD/SDAIE ChecklistBe sure to incorporate strategies to make this lesson effective for ALL students, including English Learners.
1. Visuals, props, charts, pictures, or realia help ensure comprehensible input.2. Opportunities for increased verbal interaction.3. Instruction using contextualized language.4. Grouping techniques that reduce anxiety.5. Active involvement of the students.
Reflections: Be sure to address the following 3 questions:What student evidence indicated understanding of or confusion about the stated
objective?What factors contributed to the success of the lesson?What could you do to increase the effectiveness of the lesson next time?
Joy Henderson CSUB5
Writing the Case Study Essay
Section 1: Assessment Results1. Describe the student (age, sex, grade, interests, etc.).2. Report the assessment results in an organized fashion (a color coded chart works
best).
Section 2: Areas of strength and need related to literacy learning1. Report two strengths first and two areas of need second. 2. Make sure to back up your statements with specific results from the assessments.3. Use your literacy terminology. 4. Make judgments whether results are above, at, or below expected levels.
(Remember that valid judgements can only be made by looking at 'multiple measures'; don't make grade level assumptions from results of one assessment only.)
Section 3: Instructional Implications1. What specific literacy skills or strategies need to be taught? (Two total strategies
and/or skills… one per area of need mentioned in section 2)2. Make sure you describe the strategies in full (you may bullet the procedures).3. If you paraphrase out of the textbook, cite Reutzel and Cooter, or other source.4. The most important part of this section is the rationale. For example, if your
strategy is Elkonin boxes, first describe the procedure and how it will target the literacy need. Then finish with the rationale. Ex. “The kinesthetic aspect of Elkonin boxes will make the abstract phonemic concept of segmenting more concrete for Fernando. This should lead to an improvement in the area of phonemic awareness (segmenting).”
Section 4: General instructional implications1. This is your summary section. Talk about general instructional implications that
would be useful for your student. Some examples are:a. Different types of groupingb. Print rich environmentc. Zone of proximal developmentd. Low affective filtere. Reading and writing TO, WITH, and BY students everyday.
Joy Henderson CSUB6
Case Study Scoring Rubric: AssessmentsScore received: __________
50
Assessments are clearly labeled and organized neatly and professionally. Clearly labeled dividers group assessments with the related strategy lesson
plans. Assessments are complete, thorough, and directions were followed carefully. Thorough description of the process is included for any assessment that was
not actually administered. Student anonymity is protected.
40
Assessments are labeled and organized. Dividers group assignments with related strategy lesson plans. Assessments are complete and directions were followed. Description of the process is included for any assessment that was not actually
administered. Student anonymity is protected.
25
Assessments are not carefully organized and/or labeled. Assessments are incomplete or carelessly administered.
10
Assessments are incomplete and unorganized. Assessments were done inappropriately and/or inaccurately.
0 Unable to score
Joy Henderson CSUB7
Case Study Scoring Rubric: Strategy Lesson PlansScores received: Lesson Plan 1 (Shared Reading) __________
Lesson Plan 2 (Phonemic Awareness) __________Lesson Plan 3 (Alphabetic Principle) __________Lesson Plan 4 (Phonics) __________Lesson Plan 5 (Language Experience Approach) __________Lesson Plan 6 (Summarizing) __________
Note: Lesson Plans 2,3,4,and 6 involve direct instruction and will include all of the steps in "Spell out the Steps."
Lesson Plans 1 and 5 involve more guiding than direct instruction and will therefore focus more on the Introduction, Scaffolding, and Gradual Release of Responsibility steps.
10
Lesson Plan clearly and directly addresses specific student needs, as determined by the related Assessment.
Lesson Plan contains in-depth, clear, and detailed explanations of the Steps of Instruction, including some actual scripting of part of the lesson.
Standards chosen are specifically and thoroughly supported in the lesson. Reflection shows depth of thought and addresses all three questions
completely. Spelling and grammar in the lesson plan are flawless.
8 Lesson Plan addresses specific student needs, as determined by the related assessment.
Lesson Plan contains clear explanations of the Steps of Instruction. Standards chosen are specifically supported in the lesson. Reflection shows some thought and addresses all three questions. Lesson plan contains very few spelling and grammar errors.
5 Lesson Plan only partially addresses specific student needs, as determined by related assessment.
Steps of Instruction are partially addressed. Standards chosen are partially supported in the lesson. Reflection shows little thought. Lesson plan contains many spelling and grammar errors.
3 Relation between Assessment and Lesson Plans is minimal. Steps of Instruction are limited or inconsistent. Standards chosen are inappropriate or minimally addressed in the lesson. Reflection is cursory. Spelling and grammar are unacceptable.
0 Unable to score
Joy Henderson CSUB8
Case Study Scoring Rubric: EssaySection 1: Assessment Results
3. Describe the student (age, sex, grade, interests, etc.).4. Report the assessment results in an organized fashion (a color coded chart works best).
Essay Section 1: Assessment results Score received: __________
20
In-depth and clear description of the student, including age, sex, grade, primary language, interests
Assessment results are complete. They are organized in a highly professional manner.
15
Understandable description of the student Assessment results are complete and organized.
10
Basic description of the student with minimal support. Assessment results are complete, but the organizational pattern is hard to
follow. 5 Little description of the student with no support
Assessment results are incomplete and unorganized.0 Unable to score
Section 2: Areas of strength and need related to literacy learning5. Report two strengths first and two areas of need second. 6. Make sure to back up your statements with specific results from the assessments.7. Use your literacy terminology. 8. Make judgments whether results are above, at, or below expected levels.
Essay Section 2: Areas of Strength and Need Score received: __________
30
In depth, clear, and professional explanation of the student’s areas of strength (2) and need (2)
Determinations of strength and need are strongly supported with detailed and specific assessment results.
20
Understandable explanation of the student’s areas of strength and need Determinations of strength and need are supported with specific assessment
results.10
Basic explanation of the student’s areas of strength and need Determinations of strength and need have some support from assessment
results.5 Minimal explanation of the student’s areas of strength and need
Determinations of strength and need are unsupported.0 Unable to score
Joy Henderson CSUB9
Section 3: Instructional Implications5. What specific literacy skills or strategies need to be taught? (Two total strategies
and/or skills… one per area of need mentioned in section 2)6. Make sure you describe the strategies in full (you may bullet the procedures).7. If you paraphrase out of the textbook, cite Reutzel and Cooter.8. The most important part of this section is the rationale. For example, if your strategy is Elkonin boxes,
first describe the procedure and how it will target the literacy need. Then finish with the rationale. Ex. “The kinesthetic aspect of Elkonin boxes will make the abstract phonemic concept of segmenting more concrete for Fernando. This should lead to an improvement in the area of phonemic awareness (segmenting).”
Essay Section 3: Instructional Implications Score received: __________40
In depth, clear, and detailed explanation of two strategies Strategies are directly related to the student's identified need. A strong supporting rationale is presented for each strategy.
30
Clear and detailed explanation of two strategies. Strategies are appropriate for the student's identified need. A supporting rationale is presented for each strategy.
20
Understandable explanation of two strategies with some detail provided Strategies are at least partially appropriate for the student's identified need. A rationale is presented for each strategy.
15
Basic explanation of two appropriate strategies with some detail provided The rationale is undeveloped and may not be present for each strategy.
10
Basic explanation of two strategies with little detail provided. Strategies may or may not be appropriate for the student's identified need. The rationale is undeveloped.
5 Basic explanation of two strategies with no detail provided. The strategies are not appropriate for the student's identified need. The rationale is missing.
0 Unable to score
Section 4: General instructional implications2. This is your summary section. Talk about general instructional implications that would be useful for
your student. Some examples are:a. Different types of groupingb. Print rich environmentc. Zone of proximal developmentd. Low affective filtere. Reading and writing TO, WITH, and BY everyday
Essay Section 4: General instructional implications Score received: __________
10
In depth, clear, and professional summation of the essay
5 Clear and professional summation of the essay0 Unable to score
Joy Henderson CSUB10
Case Study Assessments & DirectionsOn the following pages you will find the individual
assessments you will be administering to your student each week at the Wednesday afternoon tutoring session. Please prepare thoroughly by reading through the assessment and trying it out, or 'role playing' it with a partner to get the feel of it.
Joy Henderson CSUB11
Phonemic Awareness AssessmentPhonemic Awareness is a strictly ORAL activity, so your student will not be seeing
the written word during this assessment. Give the verbal prompt and record the student's responses.
Your preparation should include writing down 2 additional examples for each section to use as practice questions before you begin the assessment. This helps the student to understand what the task is. If your student still does not understand the task, just go on anyway; more practice at this point will dilute the accuracy of the test.
Joy Henderson CSUB12
Alphabet InventoryThe first page is where you record the data. The second page is the one the
student sees. You're going to go through the alphabet 4 (four) times with this one! 1. Student reads the lower case letter names. 2. Student gives the sound for each letter as he reads them. 3. Student writes each letter as you dictate the letter name.4. Student writes each letter as you pronounce the sounds.
Joy Henderson CSUB13
Beginning Phonics Skills TestThe first page is where you record the data. The second page is the one the
student sees. Item #1 is a repeat of part of the Alphabet Inventory, so skip it.Beginning with #2, have the student read the sounds and/or words out loud. Stop after #4 if student did not read many of the words correctly.
Joy Henderson CSUB14
Fry High Frequency Word ListThere are 500 words. Place the list in front of the student and have him/her read
down the columns. Circle any words the student does not read quickly and correctly. (If he/she hesitates, or sounds out the word before pronouncing it, circle the word; you're trying to find out which words he knows by quickly and confidently, 'on sight'.) When there are 10 circled words in a given column, discontinue the assessment. Record the number of correct words read, and the number of words attempted, ex: 112/145.
Joy Henderson CSUB15
Guidelines for Running Records
Choose a text that is likely to be at the student’s instructional level. (Know the difficulty level of the text). 100 words is sufficient for a sample passage. Tell the student the title of the story and a very brief introduction. Provide all proper names used in the story. (If student miscues on the names, it counts as a mistake the first time only. Repeated miscues on regular words count every time.)
Record exactly what the student says, including miscues, sounding out, repetitions, etc. If the student is ‘stuck’ (5 seconds of dead time), you may tell the word, and count it as an error. Note whether the student repeats the given word. There should not be more than several teacher assists during a reading.
Use checkmarks for words, laid out in the same array as they are in the original text. Draw a line and label page numbers to correspond with original text.
If it becomes obvious early on that the book is too difficult for the student (missing well over 10% of words, no comprehension, too many ‘teacher assists’, etc.) then stop and choose another selection.
If a student reads the book perfectly, or nearly perfectly (95 – 100% accuracy, with comprehension), then the book is at his independent level. Try again with a slightly more difficult book to determine instructional level (90 – 95% accuracy, with comprehension).
Include a copy of the text with your case study.
In the 2 columns to the right of the wide column, make tally marks for Errors (E) and Self Corrections (SC).
Use the 3 columns to the right of that to analyze miscues (errors) made by the student. For each miscue, mark the cueing system(s) that the student DID use: Meaning or Semantic (M), Structure or Syntactic (S), and Visual or Graphophonic (V).
Add totals – running words, errors, self-corrections, cues used in each miscue (error).
Record all calculations and comments on top of Running Record form and Calculation page.
Complete the Miscue Analysis Worksheet.
Use the Story Retell form to record the student's free and/or cued retelling of the story, to determine comprehension.
Joy Henderson CSUB16
Running Record Form – EDEL 423
Student’s Name:_____________________ Grade:_______ Date:_______________
Title:____________________ Difficulty Level of Text:_______________Author:___________________Running Words: _____ Accuracy Rate:_____ Self Correction Rate: _____Comprehension:
Page # Text E SC M S V
Totals:Running Record Calculations
Accuracy Percentage = Running Word – Errors % Running Words
Self Correction Percentage = Self Corrections _____%Errors +Self Corrections
Joy Henderson CSUB17
Assuming comprehension was acceptable, use the Accuracy Percentage to determine the relative difficulty of this book for this child:
_____ Independent(95-100%)_____ Instructional (90 – 95%)_____ Frustration(below 90%)
If instructional level was determined, this student is reading _____below grade level_____on grade level_____above grade level
What does the student do at the point of an unknown word? Does he/she:
Skip unknown words?Ignore miscues, even if they don’t make sense?Appeal for help?Stop dead?Work on it? Not give up?Re-read? Re-read and say the first part of the word?Check picture and predict what would make sense?Look through the word – any known chunks?Use his/her own special cues; some unique connection to another known word?
Joy Henderson CSUB18
