Classroom Assessment Project Case Study Questions(10 Points)

1. Read the beginning of the case study and stop after you read the background. Write
down the relevant facts and then summarize what you know of the class in 15 words or
fewer. Finally, list additional questions you have and wish you could ask Ms. Corbett.
● MOY benchmark assessment
● Assed: phonemic awareness, phonics, fluency, comprehension, and vocabulary.
● Students should be able to: segment and blend the sounds of one-syllable words,
identify all the letters of the alphabet and say their sounds, read words that follow typical
phonics patterns, read some irregular words that she taught them, and comprehend
when being read to as well as when reading independently
First grade class with 20 students of mixed abilities. Mr. Corbett has given an assessment on
english language arts, assessing multiple skills and knowledge.
● Were all students present and completed the entire assessment?
● How do you plan to use the information gathered from the assessment in your
instruction? How have you used it in the past?
● What adaptations were made for students with disabilities and/or ELLs?
2. Describe how Ms. Corbett decides upon the content of the centers and ensures student
accountability. Discuss what else a teacher could do to ensure learning centers are effective
in increasing student achievement.
Some of the centers are designed around practicing skills the students with previously taught, to
work on automaticity. She changes the centers every two weeks. At the end of each
station/rotation students fill out an exit card before moving to the next center. Also, one student
at each station is assigned to be the problem solver to help their peers while Ms. Corbett is
working with small groups.
I think having students have a to do list of what they need to achieve at each station, so that it is
explicit would creta accountability. I think a lot of it comes from when they start stations at the
beginning of the year, if you start from the beginning setting expectations and accountability,
students will know exactly what they should be doing and staying on task as much as possible.
3. Describe how Ms. Corbett monitors student progress and how she manages student
behavior to maximize the use of time and student engagement. Discuss what else a teacher
could do to ensure the classroom runs smoothly and to monitor the progress of students.
At the end of each small group Ms. Corbett does a small progress monitoring assessment to see
where students are at with that particular skill. “Ms. Corbett keeps a clipboard near her with
each child’s name, the date, and the skill listed so it is easy for her to keep a record of student
progress”. Ms. Corbett also uses curriculum-based assessment like unit tests. She uses RTI, to
assess students needs and not let their needs go unnoticed. This helps her manage her classroom,
knowing what level each student is at so they get the instruction and support they need to be
successful.
Having smaller check-ins like exit tickets, helps the teacher monitor what the students go out of
lessons and where they are at in relation to a specific skill. Also, having students do independent
work and turn it in, give insight into what they are grasping from the lesson.
4. Critique Ms. Corbett’s small group assignments and instructional focus (pages 5 – 6).
Do you agree or disagree with her conclusions? What would you do differently?
Grouping students can be difficult, but if we are basing the groups off the data gathered from the
MOY assessment, I may move a few students around. I think I would put Elizabeth in group 2,
just looking at her scores and her fluency, I think being in group 2 would be the right fit. Also
having group 2 focus on vocabulary, but both Lyle and Frank are at or above Vocabulary Oral
Language baseline. I think yes they may benefit from some vocab work, but for small groups I
would recommend working on something they are struggling with, since it is limited to small
group instruction. I think for the most part the groups are designed well and have been created
based on data and personally knowing the students.
5. Review the plans for Ms. Corbett’s students who are at risk (pages 7 – 9). What would
you do differently?
I think Ms. Corbett’s plans for students who are struggling/ not making progress sounds good.
She looks at Abby’s data after 4 weeks, which is an appropriate amount of time to
reassess/progress monitor, and sees she hasn’t made adequate progress so she changes her
instruction. After 4 more weeks Abby is still not where she needs to be, so Ms. Corbett reaches
off to the reading specialist for assistance.
Now looking at Abby's results from the MOY assessment, I would have reached out to the
reading specialist earlier.
 Case Study Simulation Activity
(40 Points - See Scoring Rubric in Canvas)
Directions
1.Pick either Group 2 or 3.
Group 2
2.Decide which of the skills on the Continuum of Instruction (see Attachment 4) the
students have mastered (You can pick anything that is reasonable since you do not have
available the assessment results in each area of reading).
Skills that have been mastered in Fluency:
● Letter Name and Sound Fluency
● High-Frequency and Decodable Word Fluency
Skills that have been mastered in Vocabulary:
● Concept Naming and Use
Skills that have been mastered in Comprehension:
● Answering who, what where questions
● Answering and asking questions about stories
● Making predictions with pictures
● Retell main idea of a story

3.Decide which skills you want to address during the small group instruction.
During small group instruction I want to address:
● “Sort grade-appropriate words (nouns and adjectives) with or without pictures into
categories”
● “Identify characters’ actions, motives, emotions, traits and feelings”
● “Read accurately (one error in 20 words)”
4.Decide how you will monitor student progress.
For reading I will track students' errors. At the beginning of instruction I will help correct/prompt
them to self correct, but limit that as the instruction continues.
For sorting words Students will be assessed on how accurately they can independently sort
words. They will have a set number of words each session, so that the data will be consistent.
For identifying character traits, students will both verbally and write things they know about
characters either we are learning about as a class or a short story we read in the small group.

We will mainly be focusing on increasing students fluency, “Read accurately (one error in 20
words)

5.Create graphs for each student. There are several online sites you may use (e.g.,
https://www.interventioncentral.org/teacher-resources/graph-maker-free-online ).
6.Refer to www.fcrr.org select three to four activities that you can use with this small group
to provide explicit and systematic instruction that focuses on the skills you targeted.
Word Fluency I read, You point
Fluency Connected Text Express it!
Fluency Connected Text Readers’ Theater
7.Plan a small group lesson, 15 minutes in length, to be delivered during center time. Be
sure to include an assessment to determine if the students learned the targeted skills. The
lesson plan should follow the attached model (see Attachment 3).
(First 7 minutes)
Start by coral reading as a group a passage/short book that the students are familiar with.
Ask context questions: who is the main character? What is a problem they faced? What was your
favorite part of the story?
(Last 8 minutes)
Have each student read out loud independently. They will be given a passage (20 words) and
data will be taken on how many errors they have.
While a student is reading with the teacher the other three students are organizing word/picture
cards based on their beginning sound. And read them to each other.
8.Plan what the other students will be doing while you provide the targeted, small-group
instruction. For example, describe the centers you will create for the other students to
complete while you work with small groups.
I will have five centers for students to work through while I am working with the small groups.
1. Phonological Awareness: Syllable Graph- sorting pictures based on how many syllables
are in each word. Will turn in once completed
2. Phonics: Letter Sound Correspondence, Brown Bag it- students will sort pictures by their
begging sound into brown bags labeled with that corresponding letter. Students can do
this with their partner, collaboratively.
3. Fluency: Words, I read, You point- Students take turns in their pairs point to the word
cards and their partner says they out loud
4. Vocabulary: Word Knowledgment, Memory Word Match- students will match number
cards with the written out number practicing number vocabulary
5. Comprehension: Sentence Making, build a sentence- students will use different word
cards making them into sentences then writing down the sentence.

9.Plot the data as you teach the small group lessons. You should have at least four data
points. Because you are a great teacher, most students will make progress. However, for this
simulation, be sure that one to two students do not display adequate growth.
10.Review the charts for the students who do not display adequate growth. What more can
you do to ensure they learn the skills? Create a bulleted list indicating how you will:
Both Lyle and Cathy did not make adequate progress
•provide more systematic and explicit instruction.
I will provide both Lyle and Cathy more explicit instruction when it comes to fluency in our
small group work. Having them read shorter passages more often, will give them additional
chances to work on fluency as well as just their comfortability and confidence when it comes to
reading.
•model the skill more precisely.
I think choral reading is a great tool, and maybe pairing Lyle and Cathy up with students who are
mastering fluency so that they can learn as well as practice what good fluency is like. I also think
teaching them to self correct and slow down when reading will help with the amount of errors
when they’re reading.
•provide more opportunities for students to practice.
Having students not only practice fluency when they are working in small groups with the
teacher, but sending home books with them to practice reading out loud to parents and siblings.
•provide more immediate affirmative and corrective feedback.
When working in small group instruction if a student makes an error immediately correct or ask
them to reread the word/sentence. Also from the beginning acknowledge that making mistakes is
okay and that is how we learn and become better readers. Let students know that when they
make an error it is not the end of the world and that they can correct and learn from it.
•monitor student progress more frequently.
Having frequent check ins with the student to not only take data on their reading
frequency/errors but also to see how they feel about their reading. We want students to enjoy
reading and making sure they have books that are at their reading level as well as of interest to
them. Taking more detailed data may also help, understanding exactly what kind of errors they
are making when they are reading and changing instruction based on the error patterns.