Jessica Hunter

University Heights Elementary School

Student Impact Study: Maxwell

Subject/Topic/Activity:
Reading/Letter Recognition/Clip It!
Standard:
CCSS.ELA-LITERACY.RF.K.1.D
Recognize and name all upper- and lowercase letters of the alphabet.

Objective:
Maxwell will be able to accurately clip each given letter with 85% accuracy.

Materials:
Wooden Clothes Pins
Homemade Clip It! Letter Book
Letter Cards

Procedures:
Introduction:
To begin the activity, I described to Maxwell that this activity was a part of
the study he was working on with me. This activity requires him looking
at three given letters and figuring out which letter is the one he needs.
The steps to complete the activity were explained to Maxwell before he
began. (Included in the body)
Body:
The activity that Maxwell will be playing will be placed in front of him. I
will explain each of the pieces to Maxwell
o The letter book- A book filled with three letters on one page.
Below each letter is a dot, where he will place the clip.
o Wooden Clothespins (Clip) The clip will be used to place on the
dot that corresponds with the given letter.
o Letter Cards- Will be shown in case further support is needed.
 To complete the activity, Maxwell will flip a page of his book. There will
be three letters on the page. I will ask Maxwell to clip one of those three
letters.
o If he can properly clip the letter that was given, we will move onto
the next page.
o If he cannot properly clip the letter that was given, I will provide
him with support such as letter cards, a A-Z chart or connecting it
to our ABC activity book.
This activity will be used to help Maxwell correlate hearing the letter
being spoken to him and visually seeing the letter in front of him.
Once Maxwell clips the letter, he will have to verbally state the letter that
he clipped to me
o For example, he will clip the letter k, and than say out loud k.
Closure:
In closure, Maxwell and I will review this activity and spoke about how
this could help with his letter recognition. I will explain to Maxwell that
we will be playing this activity plus a few more together in the coming
weeks.
Maxwell and I will be using this activity rigorously throughout this study
to help Maxwells letter recognition develop.

Assessment: Maxwell will be assessed through his participation and work throughout the
activity. He will be working one on one with me to ensure that he is meeting the objective
and developing accordingly. At the end of the study, I will complete a post-assessment
with Maxwell to evaluate his growth throughout the study.

Grouping: This lesson was created for the student impact study to complete with
Maxwell. Throughout the lesson, he completed it individually without a group.

Management Issues: The class has multiple behavioral modification systems dependent
on each particular students needs. Below are some management systems that may or may
not be used throughout the lesson
 Mystery Student: The teacher will pick a mystery student during morning
meeting. The students will not know who was chosen until the end of the day.
This mystery student is being carefully watched throughout the day to monitor
their progress and behavior. At the end of the day when the students are being
lined up for dismissal, they will complete a game to discover who the mystery
student is. Whoever is not the mystery student will be lined up at the door, while
the mystery student will be the last one standing. This mystery student will be
able to choose a prize from the prize box that includes each of the students
interests and age appropriate prizes.
Noise Chart: The students noise will be monitored by using a chart that is
displayed on the chalkboard. Each of the students are currently working on their
noise level and the use of their inside voices. To monitor their noise, there is a
chart at the front of the classroom. Once the students get too loud, they will loose
one of the letters. Once three of the letters are lost, they need to sit quietly/silently
for a given amount of time.
Good Deed Passes: If a student is performing exceptionally well or is seen doing a
nice their for someone else, they will receive a good deed pass. This pass can be
used to pick something from the prize box or as a homework pass.
Working on task signs: While the students are completing work throughout the
day, they may receive a Working on task sign. These signs are kid friendly and
have fun quotes on them such as A rock star is working or A genius is
currently working. These signs positively reinforce the students work that they
are completing and provide self-confidence to the student.

Transitions: Maxwell will not be transitioning much throughout the lesson. Though, he
will be transitioning from listening to the directions to competing the activity. Maxwell
will be seated at the back table for the time that it takes to complete the activity.

Differentiation: This activity will use Maxwells fine motor skills to be able to clip the
cards. It will also include many senses such as touching, hearing and seeing. Maxwell
will be able to flip the cards himself, clip the card and listen to the letter that is being
given. This activity was created specifically for Maxwell so it can meet his needs.
Reflection, cooperating teacher comments and signatures are on a separate
document in my binder.