Case Study Report
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Assessment Information
Assessment
“Getting to Know You”
 Jenga Blocks
 This activity worked on
affective development broken
down into questions regarding
interests, attitude, and self-
perception.
“Going to the Pumpkin Patch”
 This activity was a
worksheet that fell under the
comprehension category. This
was a small passage that was
read orally.
Start Date Completion Date Comments
9/10/19 9/10/19 About:
 For this activity, I
used Jenga Blocks.
With these blocks, I
wrote questions on
each block regarding
the student’s interests,
attitude, and self-
perception in the
affective development
category.
How did it go?
 The student enjoyed
using the Jenga Blocks
for the activity, which
helped him to stay
focused and engaged.
I found out a lot about
the student as far as
his interests, attitude,
and self-perception.
One thing I noticed
was that the student
hated to read. At one
point, he pulled out a
block and he answered
yes to the question,
“Do you like when
someone reads to
you?” His answer was
yes because then he
didn’t have to read.
The student
emphasized how much
he did not like to read
to the point where he
didn’t want to read the
questions on the
blocks.
9/12/19 9/12/19 About:
 The student was to
orally read a small
passage and answer a
series of questions to
see if he could
comprehend what he

“First Day of School”
 This assessment was a
worksheet that fell under the
comprehension category. This
was a small passage that was
read silently.
read in the passage.
How did it go?
 It was difficult to get
the student to start
reading because he
did not like it. When
orally reading, I noticed
he struggles with
several words
repeatedly. With the
comprehension
questions, the student
answered a few of the
questions correctly.
The other questions,
he shrugged and said
he either didn’t know or
he forgot. As the
student orally read, he
pointed to each word.
9/17/19 9/17/19 About:
 For this activity, the
student was to silently
read a small passage
and answer a series of
questions to see if he
could comprehend
what he read to
himself.
How did it go?
 At the start of the
assessment, the
student refused to
read. When he finally
started to attempt to
silently read the
passage, the student
sat there and stared at
the words almost as if
he could not figure out
the words. The student
sat and tried to sound
out the words to
himself until he said, “I
don’t know these
words.” The student
struggled in this area
(silently reading) which
made it difficult for him
to comprehend the
reading and answer
the questions.
“Fill in the Missing Word”
 This assessment was a
sheet with sentences that had
a missing word in each
sentence.
 This assessment fell
under the word identification
category which focused on
context clues.
“Prefixes & Suffixes Trees”
 This assessment includes
leaves with words written on
them. The trunks of the trees
(2) will have the word “prefix”
and “suffix” written on them.
 This assessment falls
under the word identification
category focusing on prefixes
and suffixes.
9/19/19 9//19/19 About:
 The student was
given a sheet of paper
with several
sentences. Each of the
sentences had a blank
where the student
would use context
clues to fill in the blank
with a word and
explain why he chose
that word.
How did it go?
 In this assessment,
the student read each
of the sentences. The
student managed to fill
in each of the missing
words but did not
understand. For most
of the blanks, the
students answer was,
“yes.” When asking
him to explain why he
chose that word, he
responded as if the
sentence was a
question. The student
had a difficult time with
context clues for this
assessment.
9/24/19 9/24/19 About:
 The assessment
includes two tree
trunks. One trunk is
labeled “prefix” and the
other is labeled “suffix.”
I will have leaves that
have words written on
each. The words
include, “jumping,
undo, singer, redo,
etc.” The student will
look at the word and
stick the leaf on the
correct trunk based on
whether the word has
a prefix or a suffix.
How did it go?
 During this
assessment, the
student had a difficult

“Vocabulary Matching” (sticky
notes)
 This assessment works
with sticky notes to match
between the vocabulary word
and the definition.
 I want to assess the
student is this area before
assessing on strategies.
 This assessment falls
under the vocabulary category
focusing on conceptual,
contextual, and definitional.
“Create a Story”
 This assessment asks the
student to provide a writing
sample regarding a specific
topic.
 This assessment falls
under the writing category
where the student will be
assessed on their writing.
time reading the
words. When deciding
whether to put the leaf
on the prefix trunk or
the suffix trunk, I asked
him why. The student
responded by saying,
“I guessed. I don’t
know those words.”
The student did not
know what a prefix or a
suffix was, so he
guessed.
9/26/19 9/26/19 About:
 The student will be
given sticky notes with
a vocabulary word and
a definition on it. The
student will read the
word and I will give him
three definitions to
choose from. He will
choose the one that
matches.
How did it go?
 The student
struggles with this
assessment because
he did not know almost
any of the words, even
from kindergarten. He
got very frustrated to
where it upset him.
10/1/19 10/1/19 About:
 The student will be
given a piece of paper
where he will compose
a story (at least 4
sentences) about a
specific topic that I
come up with.
How did it go?
 The student was
excited about the topic
because I made it
about dogs and cats
since he told me he
had cats and dogs and
he likes them a lot. I
learned this from my
“getting to know you”

“What’s the Same/Different?”
 This assessment assesses
the student on synonyms and
antonyms.
 This assessment falls
under the vocabulary category
where the student will be
identifying synonyms and
antonyms.
activity. The student
did not want to write.
Instead he asked me
to write for him. After
he started writing, he
only wanted to write a
sentence, but I pushed
him to tell me more.
10/3/19 10/3/19 About:
 For this
assessment, there
were cards with
sentences and one
bold word within each
sentence. The cards
were color coded to
match the lily pads on
the gameboard. The
student would look at
the bold word in the
sentence after reading
it and match it with one
of the words on the
same color lily pad
(synonyms). There
was also a pile of
cards that did the
same thing with
antonyms.
How did it go?
 The student did not
like reading the
sentences and
struggled with a lot of
the words. I began to
read him the options
and he would tell me
which he thought was
the synonym. I did the
same for antonyms.
When I asked the
student if he knew
what a synonym or
antonym was, he said,
“No.” As he did the
activity, there were
some synonyms he got
right. When asking why
he chose that, there
were times he said,
“This one starts with an
R and this one starts

“Sentence Combining”
 This assessment helps to
assess the student on
combining sentences to make
it one whole sentence.
 This assessment falls
under the writing category.
“Sentence Combining”
 This assessment helps to
assess the student on
combining sentences to make
it one whole sentence.
 This assessment falls
under the writing category.
with an R.” For some,
he said, “They’re
almost the same.” For
antonyms, he got none
correct, but he tried his
best the entire time.
10/3/19 10/3/19 About:
 For this
assessment, the
student received a
worksheet with two
sentences on each
number. The student
was asked to combine
the two sentences to
make it one sentence.
How did it go?
 When I asked the
student what he would
do to make these two
sentences one, he
responded by saying,
“Take this period out
and leave this one.”
The student did not
add a word that would
combine the
sentences. Instead, he
took out the first period
and wrote the
sentences as they
were.
10/8/19 10/8/19 About:
 For this
assessment, the
student received a
worksheet with two
sentences on each
number. The student
was asked to combine
the two sentences to
make it one sentence.
The difference
between this sentence
combining and
worksheet and the
other one is that this
one asked the student
what word he would
use to combine the two
sentences. It gave him
the choices; and, or,

“Use the Word in a Sentence”
 This assessment helps to
assess the student on whether
or not he can use vocabulary
words from 2nd, 1st, and
kindergarten in a sentence.
 This assessment falls under
the vocabulary category to
assess his contextual
understanding.
and but.
How did it go?
 When I explained to
the student that he was
to use one of those
three words to
combine the
sentences, he did.
However, he did not
use the correct ones.
The student said, “my
hand is tired.” Instead
of having him finish the
worksheet by writing
out the sentence, I had
him verbally say it to
me with the word he
chose, and then I
wrote down the word
he chose to combine
the sentences.
10/8/19 10/8/19 About:
 In this assessment,
the student was given
a worksheet. One the
worksheet it had
sentences with a
missing word. The
student was to use his
vocabulary words from
2nd 1st and kindergarten
to fill in the blanks. At
the top of the
worksheet was a word
bank with his
vocabulary words.
How did it go?
 When given the
vocabulary
assessment to assess
his understanding on
the definitional portion,
the student was very
frustrated because he
did not know the
words. I waited to do
this assessment on the
contextual portion so
that he did not feel
upset and frustrated.
When filling in the
words, the students got
 about 2 correct. The
ones he did know, he
did very quickly, so it
was easy for me to see
he knew these ones.
The rest of the words,
he was very hesitant
on because he was
unsure.

“Story Revision” 10/8/19 10/8/19 About:

 The student is given his  The student created
story he wrote and created a story based on a
and asked if he wanted to topic I gave him. I put
revise anything on it. his story in front of him,
asked him to read it to
me again, and then
asked if there was
anything he wanted to
revise.
How did it go?
 When I asked the
student if he wanted to
revise his story, he
covered his face with
his hands and shook
his head no.

Lesson Information
Lesson Start Date Completion Date Comments
Context Clues 10/10/19 10/10/19 About:
 The student and I
will be learning about
context clues. The
student found it difficult
in the assessment over
context clues when
filling in a word or
circling a word that
would be correct based
on the words around it.
I will go over what a
context clue is and
how to make sense of
something based on
what is around it, such
as other words.
How did it go?
 The student did well
with this lesson. After

Synonyms/Antonyms
Sentence Combining
Sentence Structure (Writing)
modeling and
demonstrating for the
student how to find out
what a word would
mean based on words
around it, the student
did very well and
understood it more.
10/17/25 10/17/19 About:
 The student will be
going over what a
synonym and an
antonym is. I will have
him do silly things such
as active movements
to explain the
difference between the
two. This could be
something like “up and
down” and have him
stand up and sit down
repeatedly to have him
notice it is an antonym.
I will do the same for
synonyms. The student
will do a worksheet on
synonyms and
antonyms and
identifying which words
are which.
How did it go?
 The student did very
well with this lesson.
He laughed and had a
fun time with the active
movements. On the
worksheet, there were
very few he got
incorrect.
10/24/19 10/24/19 About:
 The student is given
sentences and 3 cards
or, but, and that he will
choose from to
combine the
sentences. This will
help the sentences
flow together and
make sense.
10/29/19 10/29/19 About:
  Together, the
student and I will put
together several
sentences in the
correct order to make a
paragraph. As we
choose the structure of
the sentences, I will
explain why one would
go before or after
another based on what
it says on the strips of
paper. Then, the
student will do one on
his own.
How did it go?
 The student did very
well with this activity,
and he seemed to
really enjoy it. When
doing the first one
together, he was
getting a feel for why
one went before or
after a certain
sentence strip. With
the independent one,
the student only got a
few correct where I
would hint to see if he
would change it and he
did.
Vocabulary 10/31/19 10/31/19 About:
 I will have index
cards with the
student’s vocabulary
words written on them.
Together, we will go
over each vocabulary
word and act out what
it means or give
examples. Then, the
student will try to
match each word with
the correct sentence,
followed by drawing a
picture on the back of
the index card to help
him remember the
vocabulary word(s). I
drew a picture on half
of the index card and
 the student drew one
on the other half.
How did it go?
 The student did well
with this lesson after
we went through and
gave examples and
acted out each of the
words. The student
then felt more
confident when putting
the correct word with
the correct sentence.
The student also really
enjoyed drawing
pictures to help him
remember. For some,
he drew something
similar to mine, but
there were many
where he knew what
he wanted to draw to
help him.
Prefix 11/05/19 11/05/19 About:
 Together, the
student and I will go
over prefixes. We will
create a flipbook where
the student can put
different endings and
beginnings on a word.
This will help the
student differentiate
between a prefix and a
suffix.
How did it go?
The student did very
well with this activity
and seemed to enjoy it.
At the end, he really
understood what a
prefix was. The flip
page seemed to really
help him because he
could constantly refer
back to it until he no
longer needed to. He
did great!
Comprehension 11/07/19 11/07/19 About:
 The student and I
will read over a
passage together and
 answer comprehension
questions. Then, the
student will do the
same on his own, but
will orally read the
passage to me. We will
go over each of the
questions together so
that he can understand
what he is unsure of
and help it to make
sense.

Post Test
Post Test Start Date Completion Date Comments
1. Sentence Combining 11/14/19 11/14/19 The student is going to
2. Synonyms/Antonyms be tested over what he
3. Prefixes learned in the lessons
4. Vocabulary taught. The student will
5. Writing be tested over
6. Comprehension sentence combining
where he will use and,
or, but to combine the
sentences. He will be
tested over synonyms
and antonyms by
writing a word that is a
synonym and antonym
for the word given to
him. For prefixes, the
student will be given
prefixes he will use to
add to the beginning of
the word given to him.
On the side, the
student will be given
what the word will
mean with the prefix.
For vocabulary, the
student will be given a
word bank and 4
sentences where he
will fill in the blank with
the correct vocabulary
word. For writing, the
student will be given a
small paragraph where
he will organize the
sentences in the
correct order to make
them make sense and
flow together. For
Comprehension, the
student is given a
small passage and
several comprehension
questions that he will
answer to show
understanding of what
he is reading.