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Case Study: Part 2
3rd grade 9 years old DOB 10/21/04 Intervention will focus on consonant and vowel letter recognition, phonemic awareness, comprehension and story retell. Intervention Plan Based on the information obtained from Jo’s reading assessments I hope that in the next few weeks Iwill be able to help Jo obtain a larger, tangible word base through working with some specific letter names and word sounds I have observed her struggling with, thus increasing her word decoding. I plan on using the informal reading inventory such as the DRA 2 which is a criterion- measured assessment (Birsh, 2011) used to measure accuracy, fluency and comprehension. By using this assessment it will help me see improvements in Jo’s comprehension. I also plan

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on using the reading program My Sidewalks on Reading Street as my major tool of intervention. This program will not only allow me to help Jo in the area of phonemic awareness, but also in her other areas of concern such as decoding, phonics and word recognition. The intervention plan I have put into place for Jo will take place progressively over five lessons based on her needs in the areas of decoding, comprehension, story retell, and phonemic awareness. These lessons are based from the Birsh & Carreker (2011) activity book (pp. 128-9). This will help her build her sight word base; improve her decoding skills, increase her story retell and comprehension. Figure 1: DAY 1 5 Day lesson Layout Phonemic Awareness  Sort pictures by the sound being taught Reading Practice  Introduce new decoding strategies  Introduce new text Multisensory introduction of letter or concept  Use magnetic letters to teach letter sounds and order High frequency words  Work on sight words  Introduce new words from selected text  Begin new sight word book Extended reading and writing Fluency  Reread text for fluency Phonics  Sound blending

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DAY 2

Phonemic Awareness  Sort pictures by the sound being taught Reading Practice  Review new concept relationship between letters and their sounds  Review new text Extended reading and writing  Use text to spot familiar words and letter patterns High frequency words  Work on sight words  Review words from text  Add new words to sight word book Fluency  Reread text for fluency Multisensory  Use magnetic letters to teach letter sounds and order Phonics  Sound blending  Letter sounds that are voiced and unvoiced

DAY 3 Phonemic Awareness  Re-sort pictures from day 1 and 2 Reading Practice  Introduce who, what, when, where, why questions when reading High frequency words  Add new words to sight work book from free read book Oral language practice  Look at text- use the who, what, when, where, why questions to analyze text Fluency  Reread text for fluency Phonics  Sound blending

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 DAY 4

Letter sounds

Phonics  Sound blending High frequency words  Add words to word wall Reading Practice  Introduce reading strategy 5 W’s 1 H & Answer to reinforce the previous lesson  Read together Oral language practice  Voiced and unvoiced sounds

DAY 5

Multisensory introduction  Use magnetic letters to spell new words Phonics  Assess word reading High Frequency words  Assess word/ sentence reading  Silly word rhymes Oral vocabulary  Check oral Vocab Reading Practice  Assess passage reading/reread Review

Progress Monitoring I plan on using 4 of different tools to monitor Jo’s progress. Aside from the built in monitoring the DRA2 provides, I will include the Rereading Raw Data Sheet found on page 193 in the Reading success book by Idol (1997). This data collection

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sheet will allow for me to track a multitude of concerns with Jo including sight words, comprehension and accuracy. Rationale I have chosen 4 different activities and areas to focus on with Jo that I feel should benefit her learning style and address her academic needs. She not only needed to sit and learn specific material, but needed that material to be delivered in a non-traditional way. If the instruction is made to be interesting and fun, then she will be able to construct her own learning while obtaining the needed material to reach her goals set in the classroom. Content Standards I will be focusing my lessons around the Common Core State Standard 2 for third grade. This standard I feel addresses the needs for my student Jo. The areas of focus are in the areas of comprehension, word identification and decoding.

Standard 2:

Reading for All Purposes

Content Area: Reading, Writing, and Communication
a.

Use Key Ideas and Details to:

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i.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RI.3.1)

ii.

Determine the main idea of a text; recount the key details and explain how they support the main idea. (CCSS: RI.3.2)

c. Use Integration of Knowledge and Ideas to: i. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (CCSS: RI.3.7) . Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.3.3) Standard: 2. Reading for all purposes Content Are: Reading, Writing, and Communication i. Identify and know the meaning of the most common prefixes and derivational suffixes. (CCSS: RF.3.3a) ii. Decode words with common Latin suffixes. (CCSS: RF.3.3b) iii. Decode multisyllable words. (CCSS: RF.3.3c) iv. Read grade-appropriate irregularly spelled words. (CCSS: RF.3.3d) b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.3.4) i. Read grade-level text with purpose and understanding. (CCSS.3.4a)

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ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS.3.4b) iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS.3.4c)

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References
Student IEP (2012). Special education individualized education program for case study student. Aurora, CO: Cherry Creek School District. Birsh, J.R. (Ed.). (2011). Multisensory teaching of basic language skills (3rd ed.). Baltimore, MD: Paul H. Brooks Publishing Co. Idol, L.(1997). Reading success: A specialized literacy program for learners with challenging reading needs. Austin, TX The Colorado Department of Education. Retrived April 4, 2013, from http://www.cde.state.co.us/CoReadingWriting/StateStandards.asp Juel,C., Paratore, J.R., Simmons,D.,& Vaughn, S. (2011). My Sidewalks on Reading Street. Upper Saddle River, NJ: Pearson Education, Inc.