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Ongoing Case Study
Erin Bauer
READ 6422
MAED Reading, Eastern Carolina University
Table of Contents
Page 2: Initial Student Profile and Plan
Page 6: Photo Journal
Page 7: Photo Journal Narrative
Page 7: Lesson Plan’s and Reflections
Page 14: Assessment Data
Page 15: Home/School Partnership Plan
Page 17: Final Reflection
Page 19: References
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Initial Student Profile and Plan
I have found that AB is struggling with written comprehension of the texts she is
reading. She is able to answer oral questions about a text but when asked to answer
questions in writing struggles to put her thoughts on paper. Oral questions are asked
verbally and answered verbally. I have found that her written answers (AB reads to self
and answers written), while touching on what the question asks lack an attention to
detail and often miss crucial parts of the question.
Based on the QRI-6 administered to AB, I felt that we had a great starting point
for our sessions. I was able to see where she really struggled to answer written
questions therefore making her instructional at a level 3. I noticed that she thrived when
answering literal questions about the text but when she was asked to answer inferential
questions about the text she was not fully building on the facts from the text (Leslie, L.,
Caldwell, J.) Based on this finding as well as the readings from our textbook I have
found that Guided Reading with a Reading and Thinking Activity will be the best
activities for AB in order to help her grow as a reader.
Guided reading allows for a gradual release of responsibility. AB will work with
me first in order to see how I work through the skill we are working on. After I model we
will work together and finally she will work independently. We will be using a directed
reading thinking activity in our guided reading will allow AB to ask questions about what
she is reading, and then answer her question through the text. We will begin by working
on warming up to reading while also working on inferring.
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During a guided reading approach we will use graphic organizers in order to
release responsibility while improving her understanding of the text. We will complete
activities using a variety of methods one of which being the “I do, We do, You do,”
method. She will be able to write her thoughts and notes while reading and refer back to
that as she answers questions. From “Strategies that Work”, I will be using “Read, Write
and Talk.” (Harvey & Goudvis). This strategy is interactive and encouraging. Students
are encouraged to stop, think and react to the text by jotting their thinking. We will work
on this together in order to make this an independent behavior. This approach will help
AB to put her thoughts on paper as well as think about what she is reading while she is
reading it.
Sessions 1-4: “Roaming the Known”
AB is an eight year old girl who is in the third grade. She has a 504 plan that
gives her accommodations throughout the school day in order to best meet her needs.
Her accommodations consist of breaks every thirty minutes and frequent check in’s.
Session 1: AB and I spend time getting to know each other outside of the school
setting. I wanted her to feel as comfortable at the library with me as she does in our
classroom. Seeing your teacher outside of school can feel awkward for a student and I
wanted to eliminate that. We walked the library together and I let AB pick a book that
stood out to her, taking reading level out of the equation and just focusing on interest.
She chose an Elephant and Piggie book which uses humor to teach lessons. It was
great to read it together and focus on inflection while we read. I spoke with AB about
why we were meeting and the goal of our sessions. It was exciting to see her so excited
about reading as normally this is a part of class she does not enjoy.
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Session 2: During this session I gave AB the Interest Inventory. I was surprised
to see that AB does not enjoy being read to, and that she enjoyed reading. In class I
find that she does not want to complete reading tasks, even when differentiated. When
AB and I spoke about this she said that the books in the basket she reads from at
school are boring so she doesn’t like to do it but that reading, what she wants is fun
engaging books. We talked more about what she likes to read and looked for some of
those books in our class library the following day (she likes mystery books and
Goosebumps books!)
Session 3: AB and I had completed the Word Journeys Inventory (Ganske, K) in
class based on the previous course I had taking during my Graduate experience. I
wanted to see where she was now, in an out of school environment to see if this could
be effecting her reading. I found that she had not only made progress based on this but
that she was matching a lot of my higher students in terms of word study. It was exciting
to rule that out as a factor so that we could really focus in on other skills during our time
together.
Session 4: While AB was working I was able to speak with her Dad and Step
Mom about the sessions and what they could expect. We also spoke about what AB
could be doing at home, and how they could help. I was disappointed that Mom did not
show up but found it promising that her Dad and Step Mom were so committed to
helping AB succeed.
I am finding working with AB (student pseudonym) to be very informative the
further into this project that I get. AB has been in my class all year and although I know
a lot about her I am finding that this has really allowed me to dig deeper into what her
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likes and dislikes are. We are also able to really delve into what type of reader she
wants to be. I have found myself wishing that I was able to spend the same time getting
to really learn about all of my students. Through the initial four “Roaming the Known”
sessions I found out a lot about AB’s interests in reading as well as that she does not
like being read to! She talked about how it makes her feel bad about her reading and
how she wants to read to herself, she just gets bored when reading alone based on the
selections she was making. I was sad that it had taken me this long to see that but was
excited as well to really get her reading books she was interested in. She learned about
how the school library can help her to find books she is interested in by searching
genres or by title.
AB’s parents both have talked to me about their struggle with school growing up.
Dad talked to me about this extensively at our fourth session meeting, Mom did not
come but has talked to me about this at a conference earlier in the school year. As both
parents struggled through school, they were unsure how to help their daughter so they
stayed very hands off. It was exciting to see that Dad was so willing to work with AB at
home in order to bridge the gap from home, school and these sessions. I am working to
get Mom on board as well so that she is getting the support she needs no matter what
home she is in.
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Photo Journal
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Photo Journal Narrative
Through the photo journal AB was able to show me what she liked as well as
teach me about herself. She did not use the entire camera, even when sent back to her
house. She later asked if she could keep it to take on a trip. I think she liked the idea of
being able to document a family trip. I bought her a new camera and encouraged her to
fill the previous one but she still did not. I really enjoyed this aspect of getting to know
her because it brought a personal aspect to what we were doing. I appreciated the
different things she had to say about herself and what her interests were. I think this is a
fantastic way to get to know our students and want to implement this whole class next
year as a “get to know” student activity!
Lesson Plan’s and Reflections
Session 5: Date- March 23, 2017
Lesson: The goal of this lesson was to show AB how we warm ourselves up to read.
“We can warm ourselves up for reading by scanning the title, chapter headings,
illustrations and other text features in the book.” The teacher will model thinking aloud
while “warming up” to read. Teacher will model this for the student while the student
watches using the book Clark the Shark;
-Given the title, I think the book will be about…
-The illustrations show me that…
-I think this book is going to be about… (Teacher will write answer to this on a sticky
note)
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The lesson will be ended by sending AB off with an assignment, “before we meet next
time, I want you to warm up to read just like I showed you today.”
Reflection: AB was really excited to work with the chosen book today. She was not
happy that she was not able to finish it today. I wanted to send her off with “homework”
in order to make sure that she practiced at least once at home. The lesson itself was
quick which meant that we were able to look together for a book that she would take
home. I wanted to make sure that the book was one that she could use this “warm up”
strategy with. The purpose of warming up to read is to get yourself ready to dive into the
book. It allows you think about what you know on a topic and sets the foundation for
making predictions. AB was really focused throughout the lesson and I am curious to
see what she retains in order to complete this with help next session.
Session 6: Date-March 27, 2017
Lesson: The goal of our lesson today is for AB to warm up to read, with support. “AB
today we are going to use what we learned last lesson in order to warm up to read. We
will preview the…” Student will list the different areas that should be looked at when
warming up to read, teacher will assist if needed. AB will then, with support, work
through the following questions about the book.
-Given the title, I think the book will be about…
-The illustrations show me that…
-I think this book is going to be about… (Teacher will write answer to this on a sticky
note).
Reflection AB did a good job working through “warming up to read” with support. I am
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concerned about her doing this independently prior to reading a book. I want this
strategy to become second nature and be something she just innately uses. I sent her
off with “homework” again, asking her to practice at home with the new book that we
picked. I am hoping that this sets her up for success when she does this herself.
Session 7: Date: March 29, 2017
Lesson: The goal of today’s session is to see AB independently use the “warming up”
strategy as she is reading. “When we read we want to have an idea about what we are
reading about. We want to use our schema to better understand the book. Warming up
to read helps us do this.” AB will then independently go through the process of warming
up to read. After she shows this teacher will either review strategy with student (if
struggles present themselves) or begin to work with inferring.
Reflection: AB needed prompting to go through this process. She was able to think
about the title and flip through the book like a picture walk but was not yet asking herself
questions or thinking about why she was doing this. We will warm up each lesson by
going over this until AB feels confident doing this independently.
Session 8: Date: March 31, 2017
Lesson: Complete Running Record.
Reflection: AB is not showing any significant changes based on the running record.
She is still a fluent reader, yet she is still at a level 3 comprehension wise. We will
continue to work on this throughout the upcoming lessons and I hope to see
improvement by the next running record.
Session 9: Date: April 1, 2017
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Lesson Today we will learn about inferring. When we are reading we make inferences
by… Teacher will make anchor chart with student, defining inferring as using the text
and your background knowledge to put the pieces together. When we infer we ask
ourselves “What do you think?”
Teacher will write I infer by… on the chart and explain different ways we can infer,
adding to the chart each time.
-Thinking about a characters actions.
-Thinking about what a character says.
-Thinking about what I already know.
-Thinking about how a character handles change.
-Thinking about how a character feels.
-Thinking about my own experiences.
-Using clues from the text.
The teacher will then model using the Magic School Bus text to show how we can infer
how Arnold feels based on what he says in the text. We can use his words and actions
to figure out why he is upset when big changes occur. As we find parts in the book that
help us we will write them down on a post it, this helps us to organize our thinking.
Reflection This lesson had a lot to it and I think AB followed along well. The anchor
chart is something that she can take with her and use when she is reading which I hope
helps her to make inferences, even if she doesn’t realize she is doing that yet! She is
familiar with the Magic School Bus books which helped to involve her with the lesson.
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She also wanted to apply this to the other characters right away which was exciting. I’ve
asked her Dad to continue practicing with her at home prior to our next session.
Session 10: Date: April 3, 2017
Lesson: Today we will use the anchor chart we made about inferring to help us infer
about new characters in a new book. How do you think Annie is feeling when Jack runs
back to get his bag? (Magic Tree House) Let’s work together to figure it out! Teacher
will help student by guiding the students thinking. The pages needed for this task will
also be marked so AB has a general idea of where to look for the information.
Reflection: AB did well today. She was familiar with this book already through our read
aloud in class. She was able to talk with me in order to confirm what she thought or to
question what she was thinking. I believe that this helped her (speaking aloud). She
also benefitted from writing her thinking down. The post it’s allowed her to organize
herself and she talked to herself as she moved them around on the table.
Session 11: Date: April 5, 2017
Lesson: Today we will continue to practice using inferring about what we are reading.
The goal of today’s lesson is to see AB independently apply the strategies we working
on the last two lessons. She will have access to the anchor chart we made and post it’s
in order to complete the lesson today. The pages in the book are marked for AB in order
to show her where she should be using to complete the task. We will be using a Magic
Tree House book but focusing on Jack.
How does Jack feel when Annie goes by the Pterodactyl? What in the text helps you to
figure out how he feels? Was he scared? Happy? Nervous?
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Reflection: AB benefitted from the
guiding questions along with the main
question. She also benefitted from
having the pages marked. I think that
with the short amount of time that we
have, making her flip through the entire book would waste time. I want to continue to
work on this strategy with her because I found that she was able to come up with a
generic feeling but couldn’t tell me why without prompting and teacher help. She was
not yet able to independently work through this.
Session 12: Date: April 7, 2017
Lesson: Today we will use a graphic organizer to help us infer about the characters in
the book we are reading. Teacher will model using the organizer to infer about the
Magic Tree House book. Teacher will explain each aspect of the organizer (what
happened in the story, clues from characters, I can infer). We will use the part AB
worked on independently last session because she was not able to independently
answer.
What happened in the story: Annie went by the pterodactyl.
Clues from Character actions/dialogue and feelings: Jack yelled for her to come back,
Annie continued towards the pterodactyl. Have student give clues that help us to infer…
I can infer: Student and teacher together will infer based on the clues listed.
Reflection: AB benefitted from working through this using the graphic organizer. Most of
this lesson was “I do” but she really enjoyed being able to help find clues and with
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guidance come up with an inference. We worked together never fully giving
responsibility to AB alone. I think using the graphic organizer provided the most support
for AB because it gives prompting questions that she can use.
Session 13: Date: April 9, 2017
Lesson: Today we will use graphic organizers to infer about what we are reading.
Teacher will remind student about previous lesson and show student the graphic
organizer that teacher/student completed. Today AB will complete the organizer using
Clark the Shark, from first lesson. Student will use the organizer to figure out why
Clark’s friends don’t want to hang out with him. Teacher will assist student by marking
the areas of the text and talking aloud with student/asking questions while student talks
thinking aloud.
Reflection: AB needed support to complete the activity but was able to do so more
independently than she ever has before! She normally needs a lot of support to
complete any assignment but today took the lead and only needed some support. It was
exciting to see her take that leadership!
Session 14: Date: April 11, 2017
Lesson: Today you will independently use the graphic organizer to make inferences
about the texts you are reading. AB will use the book The Invisible Boy by Trudy
Ludwig. The pages she will be using will be marked for her in order to see what she has
learned about inferring.
Reflection: AB did well today. She needed to talk through her thinking frequently and
continually told her to “do her best.” The goal of today was to see what she was able to
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do independently, not what I could prompt her though. I do think that she still needs
practice on this skill as she is not fully independent but she has shown growth from
beginning to end.
Session 15: Date: April 15, 2017
Lesson: Complete Running Record
Reflection: AB has shown progress based on the final running record. It was
discouraging after her last one to see no progress so I was concerned about this one.
She is still within this level of comprehension (Level 3) but better answered the
questions. She will continue to need extra support in this area but I will continue to meet
with her in class in order to work with her in this area.
Assessment Data
To begin, I gave the Word Journey’s Inventory featured test in order to see AB’s
results. She was able to score 25 out of 25 on the letter name stage, 25 out of 25 on the
Within Word stage, and 21 out of 25 on the Syllable Juncture stage. I will implement a
quick review of this stage in order to build her knowledge to a full mastery and improve
her vocabulary prior to moving to the next stage (Ganske, 2014).
I then provided the reading attitude survey in order to see how she felt about
reading. She was excited to do this and based on the data scored 31 out of 40 for
recreational reading and 27 out of 40 for academic reading. Her raw score is a 58 with
recreational reading being 78%, academic 68% and the average being 73%. This
showed that she was more interested in recreational reading than academic reading.
She is more interested in reading for fun, and picking her books, than reading for
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academics. This corresponded with what I knew about AB previously. I was aware of
the fact that she loved to read at home but often see her “day dreaming” when asked to
read in class.
The QRI-6 was a true eye opener. I had never given this sort of assessment
before and was very excited to see the results. Based on the WRI-6 she is reading
instructionally at a 4th grade level on the word list, independent at a third grade level. I
began the assessment at comprehension level three “A Special Birthday for Rosa.”
She read 487 out of 487 words accurately. She had 0:21 miscue/error rate. She read
fluently and with expression. After reading the text, her retell score was level 3. That
showed that she was instructional at this level and therefore where I should start
(Caldwell & Leslie, 2017).
Link to QRI-6 documentation:
https://docs.google.com/document/d/1UMoT6FHpV4QrXL-
7cvyeZIztdMBaZLDcYbwnf341IFA/edit?usp=sharing
Home/School Partnership Plan Part A
I went back and forth on the best way to communicate with AB’s parents, keeping
in mind that they are in different homes and do not often communicate with one another.
I wanted something that was consistent and that they both could view. I decided that I
would use Google Drive to send them a “newsletter.” Google Drive gives me the ability
to see when they have accessed and who accessed the file. I liked this because I could
make sure that both parents were seeing what we were doing, and if they were not this
gave me an opportunity to talk to them.
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An online “newsletter” gives AB’s parents an opportunity to see what she is
doing, while providing data and ideas that they could use with her at home. I also
wanted to be able to share helpful links and tips so that when they work with her they
have some ideas of things to do! They will get the link to the doc every Sunday. This
gives them a week to use what is in there before the next newsletter comes.
When speaking with her parents we set “norms” for our newsletter so that we
would all be on the same page. We agreed that it would be viewed by Tuesday and any
questions would be answered by Wednesday. This has worked pretty well, Dad has
made sure to ask a questions and shows what he is doing with AB by adding it to the
doc. Mom has been viewing it, which is a start! We are continuing to meet at the public
library in order to allow AB the opportunity to choose books that she is interested in
between sessions. We also informally have the opportunity (parents/teacher) to talk
about what we are working on while AB is looking for a book.
Home/School Partnership Plan Part B
After discussing with AB’s parents that I share information with them via the
google doc I was granted permission for this to be the primary form of communication. I
know her parents personally due to tutoring her prior to having her as a student this
year. Her parents text me frequently if they are concerned or have a question. Every
Sunday I made sure to share the newsletter with them and checked back to make sure
that both parents were viewing it. When I noticed that someone was not viewing the
newsletter I made sure to bring it up when they were picking AB by summarizing what I
had written, in order to share, not push away.
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A total of four newsletters were sent. I also met with her parents after each
session (depending on which parent picked up, depended on who I met with.) I
appreciated the time they dedicated to meeting with me and was able to share progress
and findings. Meeting after each session made it easy to quickly summarize what we
were doing and show that day’s work or lesson. This also ensured that both parents had
an understanding of what was going on during these sessions because they often
alternated who picked up. The greatest take away from these meetings was modeling. I
was able to model for her parents what we worked on that day so that when they went
home they were able to work with her as well. I was also able to really stress the
importance of continuing to practice at home in order to bridge the gap from school-
home-tutoring.
Both parents were very receptive to these meetings and even when rushing to
get somewhere else I was able to get a level of focus from them. On days where she
was picked up early I was also able to have these meetings because both parents
understood the importance of them.
Final Reflection
As the case study comes to an end I cannot help but realize how much I learned
about my student. I think that this is a great concept but struggle to figure out how we
would/could implement this full class because it is time consuming, and there just is not
enough time in the day. It was hard for me to come to this conclusion because so many
of our students would benefit from this instruction, especially the one to one aspect of it.
I think that the strategies, although important were not my greatest take away. The QRI-
6 assessment and an understanding of it are though.
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The QRI-6 assessment is a great way to pre-assess formatively in order to get
detailed results. I think that the assessment is a great length and really shows what
students need to work on and what they are mastering. It also gives you a way to
monitor where your students are or student is. Overall, I learned a significant amount of
new information about teaching struggling readers that I can bring into my classroom
immediately.
References
Ganske, K. (2014). Word Journeys. New York: The Guilford Press.
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Goudvis, S.H. (2007). Strategies That Work. Portland: Stenhouse Publishers.
Lauren Leslie, J.S. (2017). Qualitative Reading Inventory-6. Pearson Inc.
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