Case study week 3

1. BACKGROUND INFORMATION:

Juliet is a first-grade student age 7. According to her reading interest survey Juliet enjoys
reading for pleasure. Juliet also likes to write but does not consider herself a real author.

2. ANALYSIS OF ASSESSMENT FINDINGS:

Elementary spelling inventory: 5/10

missed vowel digraph oa and ai
missed identified soft c for s
missed silent e in drive
missed br consonant blend

San Diego Quick Assessment:

RR1 Matching: all correct
RR3 Initial Consonant Sounds: 9/10, replaced /g/ for /j/
Preprimer: 10/10
Primer: 9/10
Level 1: 3/10 which is at Frustration level

Running Record: 88% accuracy. Juliet made 15 mistakes.

Repeated mistakes- decoding wanted with one self-correction
Repeatedly added s to Allie and r to May
Mispronouncing Mrs. as Miss.
graphonic errors: wished for wanted, leave for lee

Write all the words you know: 20/23

Missed digraph ck
Added an e in pony
Inventive spelling for Saturday

Yopp Singer Test of Phoneme Segmentation: 15/22

2 self corrections
Missed wave, red, lay, race, three, job and top (words were segmented by
onset and rime)

The Names Test: 5/14

Phonological Assessment:
Recognizes rhyming: 4/5
missed sing/sat
Segmenting syllables: 3/5
 Generating Rhyming words= 100%
Blends Onsets and Rimes= 100%
Blends individual phonemes=100%
Isolates initial, middle and final sounds

 Initial sounds: 4/5

 Middle: 3/5
 Final: 3/5 one self-correction
 Responded with correct letter name instead of sound in all missed.

Letter Identification/Letter Sounds:

Lower case: 25/26
Upper case: 100%
Letter sounds: 100%

Fiction Comprehension
The comprehension assessment is broken into 5 sections, “characters,
setting, plot, mood, personal reflections.” Juliet scored 5 out of 5 in each
section, for a total of 25/25, which means she has an “Extensive”
understanding of the story. She is able to comprehend all parts of the story.

3. THREE IDENTIFIED STRENGTHS (BE SURE TO REFERENCE ASSESSMENT

DATA):

FIRST STRENGTH:
According to the Phonological Assessment, the student scored 100% in her ability to
generate rhyming words.
SECOND STRENGTH:
Lower case identification 25/26, upper case identification 100% and letter sounds 100%
per, letter id/letter sounds assessment.
THIRD STRENGTH:
According to the Fiction Comprehension Score sheet, the student scored 25/25 on her
ability to comprehend what information is read in a fiction story.

4. TWO AREAS OF NEED ((BE SURE TO REFERENCE ASSESSMENT DATA )

FIRST AREA OF NEED:

In the Phonological assessment the student scored (2/5) in her ability to hear syllables
in words and scored (3/5) in her ability to identify both the middle and ending sound in
words. This affects her phonemic awareness skills which lead to problems in reading
and writing.
SECOND AREA OF NEED:
In the students spelling assessment (5/10) there were many errors that are consistent
with the ability to sound out and use blends as well as diphthongs. The same concerns
were shown in the students writing assessment.

5. TWO (2) METHODS/STRATEGIES TO MEET EACH OF THE TWO NEEDS (BE

SURE TO STATE WHY THESE ARE EFFECTIVE STRATEGIES FOR THIS
STUDENT & SUPPORT YOUR RECOMMENDATIONS WITH EXPLICIT
REFERENCES FROM THE TEXTBOOK):

FIRST AREA OF NEED

STRATEGY #1:
Explicit Instruction with modeling:
Teacher shares with students printed cards with pictures from the free download on
thisreadingmama.com For example some picture cards would be of a nut and a van.
A pocket chart will be used for this activity. Teacher will explain, using only one
letter sound at a time, “We’re going to listen for where we hear the /n/ sound in this
word. If we hear it at the beginning, we’re going to sort the picture under
“beginning”. If we hear it at the end, we’re going to sort it under “end.” Teacher
models how to do it with two cards.
Guided Practice while checking for understanding:
Teacher will have students come up one at a time and place each picture card in the
correct location on the pocket chart. For example, Johnny comes up to the front of
the class and is given the card with a picture of a bike. The teacher will ask the
student where do you hear the /b/ sound? At the beginning or at the end. Student
will sort into the correct location.
Independent Practice & Small Group Instructional Steps:
Students will be broken into small groups of 2. They will be given two laminated
card one with the heading, “beginning” and one with the heading “ending.” They
will also be given a deck of picture cards. Peers will take turns asking one another,
“Where do you hear the letter sound of their choice.
WHY IS THIS STRATEGY EFFECTIVE (CONNECT TO THE IDENTIFIED NEED):
This strategy is effective because students are required to practice identifying the
beginning and ending sounds of a word. Juliet scored (3/5) in her ability to identify
both the middle and ending sound in words. Knowing the sounds for the beginning and
ending of words helps students learn to spell words correctly.

STRATEGY #2:
Explicit Instruction with modeling:
https://blog.maketaketeach.com/8-great-ideas-for-teaching-
segmenting-and-blending/
Students will be working with a partner to complete the next activity.
Doggie Where’s My Bone.
With this activity, you will give the students a word and then a sound (“bug”
/u/). Their job is to put the bone either on the head, body or tail to indicate the
position of the sound.

Guided Practice while checking for understanding:

Students will independently mark with their bone the correct location of the sound heard.

Independent Practice & Small Group Instructional Steps:

Students will complete the worksheet independently.
https://www.teacherspayteachers.com/Product/SENSATIONAL-SOUNDS-
Worksheets-Beginning-Middle-Ending-Phonemic-Awareness-451562
WHY IS THIS STRATEGY EFFECTIVE (CONNECT TO THE IDENTIFIED NEED:
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SECOND AREA OF NEED

STRATEGY #1:
Explicit Instruction with modeling:
Teacher shares with students the word cards and explains how the game is played.

Guided Practice while checking for understanding:

Teacher shares with students the individual word cards and talks with students
about identifying the vowel digraphs. For example the word peek has the /e/ vowel
sound that is spelled with ‘ee’. Teacher instructs students that they must ask for
another card that also contains the same vowel digraph so that they are able to
make a match and place that match down.
Independent Practice & Small Group Instructional Steps:

https://www.fcrr.org/studentactivities/P_018b.pdf

Students identify and match vowel digraphs by playing a card game.

1. Place the word cards face down in a stack. Each student takes five cards from the stack.
The remaining cards in the stack are the “lake.”
2. Students check their cards for pairs of vowel digraphs. Read the words,
identify the vowel sound and vowel digraph, and place the matching pairs down.
For example, “I have peek and seed, they have the /e/ vowel sound that is spelled with
‘ee’.”
3. Student one asks for a word card that contains the same vowel digraph as
one of the cards he is holding. For example, “Do you have a card that has an /ā/ sound
and is spelled with ‘ai’?”
4. If yes, student two gives it to student one who reads both words and target sounds.
Places match down. If no, student two says, “Go fishing for a digraph!” Whether or not a
match is made, student selects enough cards from the stack so that he is holding a total of
five cards.
5. Student two takes a turn.
6. Continue game until all cards are matched.
7. Peer evaluation

WHY IS THIS STRATEGY EFFECTIVE (CONNECT TO THE IDENTIFIED NEED):

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STRATEGY #2:
Explicit Instruction with modeling:
Teacher introduces the vowel digraphs to the students and discusses as a whole
group the sounds that oo make when combined, ai, ea and ou. Teacher then passes
out worksheet to the class and together complete the worksheet, calling on students
throughout.
Guided Practice while checking for understanding:

Students complete the worksheet with teacher guidance.

Independent Practice & Small Group Instructional Steps:

https://study.com/academy/lesson/vowel-digraphs-games-activities.html

Draw multiple grids on the ground (one for each group you intend to set up). Place vowels in each
square of the grid. Make the grids as large or small as you like and randomize the vowels (or letters)
to make the game as technically challenging or easy as you wish.

Select teams of children (maybe teams of 4 or 5) and give each team 2 bean bags. Ask teams to
stand behind a line that is equidistant to the grids. When you call out a word, the first team member
must toss the bean bags, one into each of the two squares holding a letter contained in the word's
vowel digraph. All teams with correct bean bag throws get a point. At the end of the game (do at
least enough rounds for every member of the team to get a turn), the team with the most points wins.
WHY IS THIS STRATEGY EFFECTIVE (CONNECT TO THE IDENTIFIED NEED):
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HOMEWORK/EXTENSIONS: