Cortney Cooper EDUC 322 October 6, 2011 Case Study Case #2 (Alexis) Student Profile: Alexis is an 8th grade

student at Elkins Middle School. She was quite when we first met but opened up as time passed. She listed that some of the books she liked were Heat and Hatchet; she said that she didnt own any books. She reads the magazine Pop Star and she reads the front page and sports section of the newspaper sometimes. She does not visit the library. She enjoys cheerleading, dancing, and gymnastics. When she finishes school she wants to work as a secretary. Classroom Teacher Observations: Mrs. Snider said that out of the three students that I am assessing, Alexis scored the lowest on the WEST TEST. Mrs. Snider says that Alexis tries really hard and she feels this is the reason she hesitates when she reads; she is afraid of making a mistake. When reading aloud she does very well, however her comprehension of what she has read is poor. Alexis tends to replace and omit words while reading and Mrs. Snider feels this may be due to dialect; they read the way they talk. Assessment Profile: I administered an Interest Inventory and the Bader Reading and Language Assessment Inventory, which included Word Recognition Inventory, Instructional Reading Inventory, Instructional Listening Inventory, and the Writing Sample. SEE ATTACHED CASE STUDY DATA FORM

Instructional Plan: With Alexis she needs to work on her syllables, when it came to higher level words on the QPS she would skip the ones she didnt know instead of trying to sound them out. She also needs some instruction on prefixes and suffixes, on the QPS she occasionally would say a similar word with the same suffix or prefix instead of the word that was listed. Work also needs to be done on her comprehension on what she is reading, she tends to read and not remember what she has read. Reflections: Alexis did very well on word recognition, when she came to a word she wasnt familiar with she would pause for a bit then pronounce it. I believe she was sounding it out in her head. When it came to reading aloud, she was very good at correcting her mistakes, she did however substitute words. Whenever I questioned her about the passage she only had 3 memories, I dont believe she comprehends what she is reading. On the writing sample Alexis did very well on the dictated and copied portions with very few errors. I think finding stories that interest assist with comprehension and slowing down and trying to comprehend one paragraph before she moves on to the next.

Skills Assessed Interest/Motivation

Phonics (Decoding skills/ Advanced word study))

Do you like to read? Why or why not? What is the best book you have ever read or heard read to you? Name other books you liked: What do you usually do after school? Do you have any hobbies? How much time do you spend watching TV?

Assessment Tool(s) Survey available on Sakai.

Results
Date: 9-10-11 Measure: Interest Inventory (Sakai) Score: NA Comment: Very quite at first, but started to open up as time passed.

Intervention She likes non-fiction books, possibly find literature in that area.

Word Recognition Inventory (Bader) Quick Phonics Screener (QPS)

Date: 9-29-11 Measure: WRI Score: 6 Comment: Would pause briefly when didnt know a word, few mispronunciations. Date: 10/6/11 Measure: QPS Comment: Same as above, when it came to harder words would skip instead of trying to sound out.

Word cards, word study notebook

Spelling

Writing Sample Inventory (Bader)

Date: 9-29-11 Measure:WSI Score: N/A Comment: Few spelling errors.

Word cards, word study notebook.

Oral Passage Reading

Instructional Reading Inventory

Date: 9-29-11 Measure: IRI Score: Grade 6 Instructional Level Comment: Did not want to read aloud, read silently. Date: Measure: Score: Comment:

Will try to find books that interest her at her reading level.

Comprehension

Silent Passage Reading/Comprehension

Instructional Reading Inventory

Written Expression

Writing Sample Inventory (Bader)

Date: 9-29-11 Measure: IRI Score: 5 Comment: Did not seem to remember a lot about the passage. Date: 9-27-11 Measure: WSI Score: N/A Comment: Few spelling errors.

Slow down while reading, find literature that interest her. Practice with sounding out words and putting them to paper.

Cortney Cooper EDUC 322 October 6, 2011 Case Study Case #1 (Shalina) Student Profile: Shalina is an 8th grade student at Elkins Middle School. She was very quite when we met and seemed nervous about me working with her. She listed that some of the books she liked were The Lovely Bones and Winnie the Pooh; some books that she listed as owning were Winnie the Pooh and Spongebob, which seem to be lower level books. She does not like to read newspapers, magazines, or visit the library. She enjoys hanging out with her friends, texting, and playing basketball. When she finishes school she wants to attend West Virginia University to become a veterinarian. Classroom Teacher Observations: Mrs. Snider said that she wasnt a strong reader and did have problems comprehending what she had read. Tends to mispronounce some words but feels this may be due to dialect. She does tend to struggle a little while reading aloud. Assessment Profile: I administered an Interest Inventory and the Bader Reading and Language Assessment Inventory, which included Word Recognition Inventory, Instructional Reading Inventory, Instructional Listening Inventory, and the Writing Sample. SEE ATTACHED CASE STUDY DATA FORM

Instructional Plan: With Shalina she needs to work on her syllables, when it came to higher level words on the QPS she would skip the ones she didnt know instead of trying to sound them out. She also needs

some instruction on prefixes and suffixes, on the QPS she would say a different word with a similar suffix or she would leave off the suffix all together. Work also needs to be done on her comprehension on what she is reading, during the Bader Test she didnt want to read aloud but when I questioned her about the passage she had few memories. Reflections: Whenever Shalina would come to a word that she didnt know, she would state she didnt know and wouldnt try to pronounce it out. When it came to reading aloud, she chose to read to herself, I believe she is embarrassed about making a mistake so she decides not to try; same as when she didnt want to sound out the word/s. I dont think she in remembering or comprehending what she is reading, when I questioned her about the passage she only had 4 memories about the passage. She also had a few spelling errors in the writing samples that I dictated and that she copied. I think helping her to breakdown the words and pronounce them out may help her become more confident with reading aloud. I will be talking with the classroom teacher to see what text she feels would be best.

Skills Assessed Interest/Motivation

Assessment Tool(s) Survey available on Sakai.

Results
Date: 9-10-11 Measure: Interest Inventory (Sakai) Score: NA Comment: Very quite at first, but started to talk a little when I shared a common fear.

Phonics (Decoding skills/ Advanced word study))

Do you like to read? Why or why not? What is the best book you have ever read or heard read to you? Name other books you liked: What do you usually do after school? Do you have any hobbies? How much time do you spend watching TV?

Intervention She likes funny and scary books, so possibly find literature in that area.

Word Recognition Inventory (Bader) Quick Phonics Screener (QPS)

Date: 9-29-11 Measure: WRI Score: 6 Comment: mispronounced and didnt want to sound out the words. Date: 10-6-11 Measure: QPS Comment: Substituted words with similar suffixes or left off the suffixes, when it came to harder words, didnt want to sound out the words. Date: 9-29-11 Measure:WSI Score: N/A Comment: Had a few spelling errors in both, dictation and copied. Date: 9-29-11 Measure: IRI Score: Grade 5 Instructional Level Comment: Did not want to read aloud, read silently. Date: Measure: Score: Comment:

Word cards, word study notebook

Spelling

Writing Sample Inventory (Bader)

Word cards, word study notebook.

Oral Passage Reading

Instructional Reading Inventory

Will try to find books that interest her at her reading level.

Comprehension

Silent Passage Reading/Comprehension

Instructional Reading Inventory

Date: 9-29-11 Measure: IRI Score: 4 Comment: Did not seem to remember a lot about the passage. Date: 9-27-11 Measure: WSI Score: N/A Comment: Had some misspelled words.

Get her comfortable about reading aloud and find reading materials that interest her. Practice with sounding out words and putting them to paper.

Written Expression

Writing Sample Inventory (Bader)

Cortney Cooper December 6, 2011 Reading Tutorial Case Study Tutorial Student Profiles Student #1 (Shalina) Student Profile: Shalina is an 8th grade student at Elkins Middle School. She was very quiet when we met and seemed nervous about me working with her. She listed that some of the books she liked were The Lovely Bones and Winnie the Pooh; some books that she listed as owning were Winnie the Pooh and Spongebob, which seem to be lower level books. She does not like to read newspapers, magazines, or visit the library. She enjoys hanging out with her friends, texting, and playing basketball. When she finishes school she wants to attend West Virginia University to become a veterinarian. Student #2 (Alexis) Student Profile: Alexis is an 8th grade student at Elkins Middle School. She was quiet when we first met but opened up as time passed. She listed that some of the books she liked were Heat and Hatchet; she said that she didnt own any books. She reads the magazine Pop Star and she reads the front page and sports section of the newspaper sometimes. She does not visit the library. She enjoys cheerleading, dancing, and gymnastics. When she finishes school she wants to work as a secretary.

Student #3 (Eli) Student Profile: Eli is an 8th grade student at Elkins Middle School. He was very quiet and had stated to me that he didnt like to read aloud. He listed some of his favorite book were Bryans Hunt and Hatchet: which Alexis also liked. He enjoys reading magazines that deal with dirt bikes and riding dirt bikes; he mentioned dirt bikes several times in his interest inventory. He seldom visits the public library. When he finishes school he would like to become a heavy equipment operator. Tutorial Log September 21st Today I went to Elkins Middle School and worked the Book Fair. I was able to observe the type of books students at that age were into. The Diary of a Wimpy Kid was one popular book as was a book called Coke or Pepsi? I looked at his book and was book that had types of questions that you would answer; it seemed mostly aimed at girls. September 22nd Today I met with Mrs. Snider for the first time. She assigned me three students that she has felt needed extra support in reading. I discussed with Mrs. Snider what my intentions were and activities that I planned to utilize. After talking with Mrs. Snider for a brief time, I then observed the classroom and the students that I would be working with. September 27th Today I met with all three students; I took all the students to the library to perform the interest inventory. I first had each student fill out the interest inventory, after they were completed I had discuss with the students and asked about their interest a little more in detail. I asked questions about the books that listed as liking and about the future plans after graduating. I then looked

over the interest inventory and told them a little about myself and what I had planned for them. I explained why was there and answered any questions they had. September 29th Today I met with each student individually in the library. I then performed the Bader Reading and Language Assessment Inventory on each student. After each student was finished I briefly discussed how they did and what I was planning on doing to assist them in their reading skills. When I returned to Mrs. Sniders classroom, the school principal knocked on the door; one of the students parents wanted to know why I was pulling the student from the classroom. Mrs. Snider informed the principal that I was there to help the student and she felt it would be beneficial. October 6th Today I once again met with each student individually in the library. I then performed the QPS screener on each student. Each student seemed to do fairly well with this assessment. It seems that the areas of difficulty with these students are comprehension and fluency. October 11th Today when I went to the school I was unable to meet with the students. There was testing going on in the school so the class period was shortened and I was only able to observe for thirty minutes. The students were studying during class time for their tests, so I didnt observe the students doing much except for studying. October 18th Today when I went to the school the students were taking a test during the class period. I was once again unable to work with any of the students. I did observer however that these students seemed to take longer finishing the test. I their reading levels could have an impact on this. They may have to reread a question a few times before they comprehend what the question is asking.

October 25th Today the schedules were advanced due to a pep rally at the end of the day, so I was only able to observe for thirty-four minutes. They were reading a story about West Virginia and Mrs. Snider told me that the during the next two classes they would be watching a movie called The Night of the Hunter. November 1st Today the students began watching The Night of the Hunter. I was unable to take the students from the class because they were assigned questions they had to answer while watching the movie. Mrs. Snider gave me the questions and I participated in the activity as well. The entire class seemed to really enjoy the movie and the students I were observing appeared to be answering the questions when I was. This shows that they do comprehend but may possibly need tests, quizzes, etc. read to them. This would be one way to see if there is more than just reading problems; maybe there are actual learning disabilities present. November 3rd Today the class finished watching the movie The Night of the Hunter. This was an excellent movie and the students seemed to stay focused on the movie. They were all answering their questions and if they felt they had missed the answer they werent afraid to ask. Mrs. Snider was good about giving hints to when an answer was coming up. November 15th Today I was able to work with Eli. The class had begun reading the book The Outsiders, so I took Eli to the library so he could read aloud to me. I would have him read a few paragraphs and then have him summarize to me what had just happened. I had noticed that what he was actually summarizing was what had happened in the previous chapter, not what he had just read. He is

still struggling with fluency as well and he seems to switch his words around a lot. I gave Eli and index card and had him read using the card. This seemed to help his reading slightly. He continues to read one word at a time and usually ignores punctuation. I had mentioned to Mrs. Snider about his summarization and how he summarized what had happened in the previous chapter and not what he had just read; she found this very interesting. I also told Eli to read one sentence at a time and when he came to a period, to take a brief pause. When he did this his fluency seemed to improve. November 17th Today when I went to the school I was unable to work with the students, they were finishing up some last minute activities before Thanksgiving Break. The students were wired today and even Mrs. Snider had difficulties getting them to listen. She had to repeat herself several times before the class would pay attention. By the time she got the class settled down there was only a few minutes remaining; enough time for Mrs. Snider to explain what they were doing that day and the next and what needed to be turned in before break. December 1st Today I showed up to teach my Read Aloud Lesson but was unable to do so. Mrs. Snider wanted to finish The Outsiders that week so they could have a test on Monday. She told me I could do the read aloud I did it on one of the chapters in the book. I told her that was no problem. I then observed the rest of the class, where Mrs. Snider read several pages aloud and then had the students read the remaining of the chapter to themselves. December 2nd Today I took all three students to the library to teach my Read Aloud Lesson. I read to them chapter 10. Before I began reading I had the students fill out a prediction card on what they

thought this chapter would be about. I would read a few paragraphs and have them fill out the prediction card and discuss what they thought would happen next. They all had really good predictions. At the end I asked what they thought about the chapter and were the shocked at what happened, none of them predicted the ending when they first filled out the prediction card. I then went over three words that were in the story: feverish, stricken, and bewildered; which appeared several times. I asked the students if they remembered where the words were used in the story; I then read the sentences from the story with the words in it. I gave them an easier definition of the word and repeated it to them and had them repeat it to me. I also had them try to use the words in the sentence. Overall, I felt the lesson went over very well. Tutorial Assessments After giving the post-test assessment, even though I did not get to work with the students a whole lot, I do feel that they have improved since I first met with them. Their reading levels were higher and Eli and Alexiss comprehension levels seemed to improve. Shalina still needs improvement with comprehension and when she reads she constantly ignores punctuation.. At one point when she stumbled on her words she said whatever and completely skipped the sentence. I feel she is nervous reading aloud and is afraid to be made fun of. She also reads very fast which could explain why she does not comprehend what she is reading. Alexis improved on reading but still needs some work on comprehension. She was unable to remember things that happened at the beginning of the passage but could remember what she had just read. Eli showed major improvement since the pre-test, however, he still needs work on fluency. He was able to remember a lot about what happened n the passage so is comprehension is improving. Unfortunately, I was unable to work with the students a great deal but I feel if someone does work them on a regular one on one basis that they will improve their overall reading skills.

Tutorial Evaluation Overall I enjoyed going into the school system and observing the students. I now see how important it is for me to try and incorporate reading into the physical education classroom. There are several ways that I can do so, one way would be to utilize any vocabulary words that the student is learning into the classroom through hopscotch or even just using the terms myself in my teaching. I can also utilize a word wall that displays these words as well as physical education words. Since I was not able to work with the students as much as I would have liked I was unable to help improve on their reading skills. The schools schedule was constantly changing and it was difficult to pull the students from the classroom since they are only in that class one time a day. I feel if all teachers work together in their teaching student learning will increase immensely. I had never before thought about integrating different subjects into my curriculum but I now see that it is important to do so, this will not only assist the other teachers but help the overall growth of the students. I think interactive activities may be an excellent way to increase student learning because not every student learns the same way. I believe the students I had would have benefitted from interactive activities.