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Case Study

Samantha Vaughn

Part A: Get to know your student

1. Give two interest/attitude assessments to your student

I am currently beginning my tutoring sessions with a bright, exciting and an extreme

perfectionist in my second grade class at Lilburn Elementary School. The first assessment I gave

him was the motivation assessment and then an addition assessment about his reading. For the

motivation assessment I ended up skipping many of the questions since he was really struggling

understanding how to answer the questions. I tried, in many different ways, to change the way I

asked him the questions, but he still seemed to have a hard time answering them. I gave him the

option of answering the question as “4” for “a lot like me” and “1” for “very different from me”.

I based the answers for “2” and “3” based on his confidence and body language when answering

the questions. This assessment is attached to the document.

However for the before, during and after questionnaire he seemed to do a little better.

These questions were a little easier for him to understand and he even noticed and told me how

some questions repeated. The assessment is attached to this document.

2. Interview the teacher to find out about:

a. Your child’s literacy and other strengths and needs

b. Your child’s school history in literacy

c. The teacher’s goals for the child

d. What the teacher would like you to do as the child’s tutor

A. When asking my teacher about my student’s literacy and other strengths and needs she

had a lot to say about him. She told me he was reading below grade level on a 14. He needs to be

on level 19 right now. She looked at his record and saw that his writing does not meet grade level

and also his math is below level. He is in Reading Recovery every day for thirty minutes and

Monday thru Thursday he goes to the computer lab for thirty minutes in the morning to work on

a computer program called Success Maker. He is a very shy and quiet boy. He does not have

many close friends in the class, but he does sit at a table with a group of boys that often get in

trouble for talking so he sometimes falls into that trap. At home he has very little homework

support. He lives with his mother and according to my teacher she is not present most of the

time.

B. When looking at my student’s school records I saw that he went to Shiloh Elementary

School for Kindergarten and in May of that year transferred to Lilburn. He had his hearing and

vision test and passed them and at the end of first grade he did not meet grade level in writing. At

the end of first grade he also was slightly below grade level. Also according to the papers he had

no reading recovery in first grade.

C. When I asked my cooperating teacher her goal for this student all she could say is for

him to be reading and writing on grade level.

D. When talking to my teacher about which student I wanted for this Case Study, I told

her I was thinking about this little boy. She was so happy that I picked him because he needs that

extra support and love that is not present at home. She said that he does not complete his

homework at home, mainly because his parents and/or guardians are not there for him. She

mentioned that she would like me to give him the extra support at school for him and also to

encourage him to do his homework and reading at home.

3. Observe the student to see what physical/social/emotional needs might need to be

considered when planning your lessons.

Over the past few weeks I have noticed that this student is a hands on learner. He needs

the lesson to be interesting, hands on and attention grabbing. He can only pay attention to the

lesson in front of him for about thirty minutes. It is a struggle for the teacher and I do keep his

attention on assignments. I have also noticed he is a perfectionist. If he is not bothered, it

normally takes him about ten minutes to copy one sentence off the board. He is a bright student,

he just needs that extra push from someone that cares and sees a future in him.

First Assessment

Motivation for Reading Questionnaire

Directions: Read each item aloud to student and have them rate themselves from one to

four on the scale, with "1" for "very different from me" and a "4" if it is "a lot like me". There is

no need to score this; just look for common themes (e.g. what.

Competence and efficacy beliefs

Self-efficacy

4 I know that I will do well in reading next year

4 I am a good reader

1 I learn more from reading than most students in the class

2 In comparison to my other school subjects I am best at reading

Challenge

4 I like hard, challenging books

4 I like it when the questions in books make me think

3 I usually learn difficult things by reading

X If the project is interesting, I can read difficult material

3 If a book is interesting I don’t care how hard it is to read

Work avoidance

4 I don’t like reading something when the words are too difficult

X I don’t like vocabulary questions

X Complicated stories are no fun to read

X I don’t like it when there are too many people in the story

Goals for reading

Curiosity

X If the teacher discusses something interesting I might read more about it

3 I read about my hobbies to learn more about them

X I read to learn new information about topics that interest me

X I like to read about new things

X If I am reading about an interesting topic I sometimes lose track of time

X I enjoy reading books about people in different countries

Involvement

4 I read stories about fantasy and make-believe

4 I make pictures in my mind when I read

X I feel like I make friends with people in good books

4 I like mysteries

4 I enjoy a long, involved story or fiction book

X I read a lot of adventure stories

Importance

4 It is very important to me to be a good reader

X In comparison to other activities I do, it is very important to me to be a

good reader

Recognition

2 My friends sometimes tell me I am a good reader

4 I like hearing the teacher say I read well

X I am happy when someone recognizes my reading

3 My parents often tell me what a good job I am doing in reading

3 I like to get compliments for my reading

X I look forward to finding out my reading grades

Grades

X I look forward to finding out my reading grade

X Grades are a good way to see how well you are doing in reading

X I read to improve my grades

1 My parents ask me about my reading grade

Competition

X I like being the only one who knows an answer in something we read

3 I like being the best at reading

X It is important for me to see my name on a list of good readers

X I try to get more answers right than my friends

3 I like to finish my reading before other students

4 I am willing to work hard to read better than my friends

Social purposes of reading

Social

2 I visit the library often with my family

X I often read to my brother or my sister

2 I sometimes read to my parents

X My friends and I like to trade things to read

1 I talk to my friends about what I am reading

3 I like to help my friends with their schoolwork in reading

1 I like to tell my family about what I am reading

Reading Work Avoidance

1 I do as little schoolwork as possible in reading

4 I read because I have to

4 I always do my reading work exactly as the teacher wants it

3 Finishing every reading assignment is very important to me

3 I always try to finish my reading on time

Adapted from: Wigfield, A., & Guthrie, J.T. (1995). Dimensions of children's motivations

for reading: An initial study. Reading Research Report No. 34, ED384010 National Reading

Research Center

Second Assessment

Before, During and After Reading Assessment

Before Reading:

1. What do you do before you read?

Read the title

2. Do you read the title and headings?

Yes

3. Do you look at the pictures?

Yea, I look at the pictures around the title

4. Do you predict what the selection might be about?

*shrugs shoulders*

5. Do you ask yourself what you know about the topic?

Kind of

During Reading:

1. What do you do while you’re reading?

Read pictures and words

2. What do you do when what you’re reading is confusing?

Skip the word

3. Do you look at photos for help?

Yes

4. What do you do if you run into a hard word?

Skip it and read other words then go back and try again

After Reading:

1. After reading the story, what do you do?

Read another book

Part B: Tutor your student informally

2. Keep a typed journal of what literacy-related things that you did with this student each

day.

Day 1: Thursday

Today I took my student to the library to get to know him and work on the assessments.

He was very nervous and did not say much to begin with. I introduced myself and asked him

questions like what kind of sports he likes, what is his favorite food, what is his favorite color

etc. I gave him the motivation quiz and another quiz I found. I told him that this was not a grade

for him, so he didn’t have to worry about anything. We reviewed his words on flashcards that he

has from his reading recovery class. He also read me a book, he struggled a little with the words,

but I helped him. After an hour of working we headed back to the classroom for math.

Day 2: Monday

Today we sat in the classroom and listened to the directions and activity for reader’s

workshop for the day. This student walked up to me and asked if we were working together

today. I told him yes we were and he got a huge smile on his face. We went to the library and

worked on the flashcards. He received new words on Friday so many of the words he struggled

with. After we went over the words twice he read me another book and did very well. We went

back to the classroom and worked on the feature dictionary in the hallway. He seems to be a

perfectionist and I wonder if that is why he is so behind on his work. I have noticed he does not

have much confidence when working on his sight words and he is struggling with –th and –ay

sounds.

Day 3: Wednesday

Today we went to the library and worked on the note cards with his sight words. He still

seems to be struggling with some words like may, then, there. We reviewed parts of the non-

fiction dictionary for the test that will be on Friday. When we went back to the classroom and

worked at his desk on the dictionary pages, but he was very distracted. I sat with him as he went

page by page trying to catch up with the class. He does sit at a table with a lot of boys that get in

trouble for talking and they are a huge distraction to him. Today I noticed that his eye was green,

looked like he had been punched. I did not ask him any specific questions about it, only about

what he did this weekend, but he told me his mom was washing his face and he got it. I

immediately told the teacher when I saw her next and the contacted the counselor. Ten minutes

later the counselor pulled the child out.

Day 4: Thursday

Today we stayed in the class and worked on the non-fiction feature dictionary. We sat on

the floor and worked together for about 45 minutes and only finished a couple of pages. I was

worried about it because the teacher had said to the class that she was collecting the book

finished or not at the end of the day and I knew he wouldn’t be done. I was worried that since I

had been pulling him out for tutoring during reader’s workshop that he would be punished for

not finishing his dictionary. The teacher told me it was okay since he has been getting help from

me for other reasons. The student and I didn’t talk much today because we were so busy. Later in

the day he was in my math group for math workshop. He really was struggling with the simple

math addition problems in our game. He ended up winning the game and was so excited!

Yesterday the teacher told me that he loves working with me and on days that I am not in the

classroom he asks her if he’s working with ‘that girl’. He even told his reading teacher that he

has been working with a girl in the morning on his reading. So far he seems to be enjoying it!

Day 5: Monday

Today we decided to stay in the classroom. He spent some time working on the floor

alone on a class activity. When I was able to walk over to him I asked him how much he was

getting done and his response was “oops nothing.” I then sat down with him on the floor for the

remaining ten minutes and he only finished writing three words. He is definitely teaching me

patience and he knows the number one rule when working with me is it doesn’t have to be

perfect. We did not get much completed today. He seemed to be upset about something so he

wasn’t fully focused.

Day 6: Wednesday

Today we went to the library and played a new game I had made him to help him with

the –ch, -sh, -th, -ay, -ou, and –ow sounds. It did seem to help him understand that he must sound

out the word completely and not stop after the first two letters. After we played that game we

read through his sight words and then sorted them into the provided chunk groups from the

game. He was very distracted today because Dr. Nelson was observing me and another class was

in the library doing an activity. I have realized that his attention span is very short and he has a

very hard time concentrating on the activity that is in front of him.

3. Type up one page telling what you learned about this student during these two weeks

answering the following questions.

What are his literacy and personal strengths?

Throughout my 6 days of working with this student in the reader’s workshop I have

realized that my student is very eager to learn. He knows he is struggling with the reading

material and the sight words but he does want to try. He is great at sounding out his words out

loud. He loves looking at the pictures before he reads the words on the page.

What are his literacy or personal needs for growth?

I have noticed that he really struggles with his concentration. It takes a lot of pushing on

my part to get him to look at the words in the book and not the people around us. Even though he

is sounding out the words out loud I have noticed he starts to lose confidence and slowly stops

reading the word, in fear that he might get it wrong.

What types of activities and reading materials do you think this student will respond to

best?

I might want to look into getting him fiction books. He also seems to like the books with

little boys in them. I have learned that he is a hands on learner. He loves being able to touch

things and slide them around on his desk. I might want to do an activity with his sight words that

allows him to match up the words and move them around. Another activity I am interested in

doing is getting a box lid and layering the top with rice. For the activity he will be writing in the

rice his sight words. This will help him with his handwriting as well. I have already begun

working on an activity for him to do while I am not in the classroom. It includes a manila folder,

library card holders and his sight words on Popsicle sticks (picture is included in portfolio). He

will have to read the sight word that is taped onto the Popsicle stick and find its match on the

holder and place the word back into the holder.

Part B: Tutor your student informally

1. Work with your cooperating teacher to develop some informal reading tutoring sessions

to do with your student.

The pictures above show the sight words game I created for my student. He

reads the word that is listed on the Popsicle stick and then he finds the holder that

has that word on it, and he places the stick in the holder. He then reads the word

again. If he has a hard time reading the word on the stick he is then to use his finger

to underline the word three times as he reads it to me.

Part C

1. Find the literacy stage of your student

a. Anecdotal Record of “Kid – Watch”

Date: February 9, 2012

During small reading groups with the teacher, this student read one paragraph out loud to

the teacher then stopped. He paused for fifteen seconds and refused to continue reading. Teacher

gets onto him and looks at me, I shrug my shoulders. He lacks confidence when he is reading and

that may be why he stopped reading. He reads at a very low volume and if asked to speak up he

will but only for a short amount of time. I have noticed he is very quiet in class and when talking

with friends. I don’t know if he lacks the confidence with his friends and his social demeanor nor

is just a quiet boy.


During math small groups my student spent a lot of time complaining his eyes hurt. He

was continuously rubbing them and closing them. I did this a couple times in our private tutoring

sessions, but never during read alone or during the Daily 5 activities. I wonder if he is doing it

because he doesn’t like math and reading and he thinks he can get out of it.


During readers workshop this student was suppose to be sitting in his reading spot

reading a book of his choice. He was instead lying on his back with his head under his desk

unwrapping the paper off of a crayon. He laid there for about five minutes until he decided to get

up and move. He relocated to the corner by the door where many students sit and talk and share

stories about beyblades and bakugans. Even though he was not talking to the other students he

was still busted by the ESOL teacher with the rest of the students. When she began getting onto

the students for not following directions and reading, I noticed he could only look down at the

ground and pout his lips a tiny bit. He knew he had done wrong and had upset the teacher, and

that made him very upset.


When this little boy walked into the classroom this morning he quietly put his book bag

away and didn’t talk to anyone. He stood quietly at the door to the room and almost looked like

he was going to cry. The teacher yelled at the students to go to breakfast and he slowly drug

himself to his seat. She immediately raised her voice at him to go to the computer lab. He looked

like he was about to burst into tears, pitifully he looked up at me and got his folder and walked

away. She noticed how upset he looked because she turned to me and complained about how

slow he is.


During the math lesson today this student was really struggling keep up his pace with the

rest of the class. The students were to draw a chart in their math journal and copy from the board

what the teacher was doing. Since he is a perfectionist he hadn’t finished the chart by the end of

the lesson. He was so far behind the teacher called him out and embarrassed him in front of his

class. This is hard for me to understand because she knows he is struggling with his academics

and socially, why would she even call him out and embarrass him like that? A couple of the kids

giggled at him and he just sat there quietly.


I came into the classroom today and my cooperating teacher told me my student had told

his friends at his table that his mom had died. The teacher immediately told me it was not true

because she had just spoke to the mother on the phone that afternoon. We began talking about

how strange it is that this little boy would say something about his mother like that, and we came

to the conclusion he really does not like her at all. He didn’t mention anything to me about it, and

his behavior never changed from it. He was acting the same as usual around his friends and

towards the teacher and I.


Today was a different day with this student. Socially he was there; he was constantly

talking to other students at his table, on the carpet, in line and in the hallway. Every notion I had

about him previously about him lacking confidence with his friends was thrown away. When he

would get in trouble for talking he would smile and continue his conversation once the teacher

looked away. He is really confusing me with his actions. He is a very interesting character.

b) Standardized Test Scores

I was not able to get a copy of any of my students test scores. My teacher asked

and they said they were not comfortable giving out such important documents.

c) Decide whether your student is in the early emergent, middle/late emergent,

early, or transitional stage and explain how you came to this conclusion.

When deciding what level my student was on I looked back to the stages of

reading accordion we made in class. I knew that my student had mastered the concepts of print

and concepts of story so that showed me that he was not an early emergent reader. I continued on

my looking at the middle/late emergent area and knew that he could successfully recognize his

letters and was aware of the sounds each letter made. Next I looked at the early reader spot. I

knew that my student was working with his reading teacher on his beginning consonant and

ending consonant sounds and that he was working on diagraphs and diphthongs. He is still

working on them but has not mastered them, so I placed him as an early reader. After working

with him a couple days, talking to my cooperating teacher and his reading recovery teacher I

learned fast that he is really struggling with his affixes and suffixes, so I immediately knew he

was not yet a transitional reader.

2. Find your student’s instructional and independent reading level:

d) Give the fluency scale on p. 287 to determine the student’s fluency level on the

independent passage.

Since my student has very little reading comprehension skills I have placed him in the

level two for reading fluency. He fits the criteria perfectly and even when presenting my

cooperating teacher with this scale she even placed him there.

e) Explain what you found in running records

When I first began doing the running records on my student I started with a level 12

book. I introduced the book to him and he was very excited because he loves being tested on

materials. I read him what the story was about and told him to begin reading when he was ready.

He started by looking at the pictures on each page before he read any words. He didn’t seem to

self correct his reading very much. I did notice he really seems to hold onto the meaning and

structure throughout the reading of the passage. At times he does seem to notice if something is

not right and he will go back and try something different using his visual cues to help himself.

For the visual aspect of it he seems to look at the pictures more than using the sounds, word

lengths and chunks of the word. I calculated his reading level with this book and he scored a

95% on the accuracy level, which puts him right at the independent level. For his self correct rate

I calculated that he was self correcting one out of every one error. The book that I found him on

an instructional level was a level 14 book. That was what level my cooperating teacher told me

to start at, but we both were shocked when we found out he only scored a 94% on the accuracy

level and a 1:5 on his self correction rate; which placed him at an instructional level. By looking

at what he was reading I did find many things that I could use in his lessons. He does need more

help on working with adding endings and contractions. We will also be working on how to use

parts that he knows in a word to solve a word. In conclusion, according to the running records I

gave him and the results I found, my student is an independent reader on a level 12, and an

instructional reader on level 14. We were not able to test him on the level 13 because he had just

previously had read that book for another teacher and since he knew the story it would defer my

results.

Part D: Find the specific literacy strengths and needs of your student

3. Write up your observations regarding the student’s reading strengths and needs in one

paragraph for each assessment given, about one paragraph for each area of testing.

To assess my student I gave him a couple of different assessments. I tested him on the

Alphabet Recognition Chart, Word Writing, the Informal Phonics Inventory, the Z-test, the

Phonograms Assessment and the Where-to-Start word test.

During the Alphabet Recognition assessment the student and I worked in a corner in the

classroom. It was almost shut off from everyone else. During the assessment he was very excited

and actually enjoyed it. For the most part he got most of the letters correct. I had asked him to

listen to the letter I said, and when he heard me he was suppose to write it on his board and show

me. For the upper case letters he only messed up on ‘R’, ‘Z’, ‘P’, and ‘I’. When we began the

lower case letters he told me he didn’t like writing those. I found that very odd and didn’t

understand what he meant and he later told me that he really meant to say he didn’t like

uppercase letters. For the lower case he only wrote ‘p’ and ‘q’ incorrectly. He completely forgot

what a lower case ‘h’ looks like. After I gave him this assessment I looked over his results and

realized his needs were knowing the difference between ‘p’ and ‘q’ mainly. He seemed to have

errors in both of those upper case and lower case.

During the Word Writing assessment I again had a very hard time working and keeping

my student’s attention. We were sitting in the library at a side table and he was facing the wall so

there were no distractions. I administered the first assessment during reader’s workshop at 8:30. I

gave him eight minutes to work on the piece. In total he wrote eighteen words, but only

seventeen of them were real words. I told him many times throughout the eight minutes that he

knew a lot of words and would be able to do this very well. I talked to my teacher about it after

we finished and we both decided that I should try again after lunch. When I gave him this

assessment later in the afternoon at 1:30 we sat in the hallway and I gave him eight minutes and

he thought of twenty-one words. Many of his words were mumbled all together, even though I

told him to leave me space to read the words. After giving him this assessment I do believe that

if I was able to work with him in the afternoons on his reading it would be a lot easier to keep his

attention.

For the Informal Phonics Inventory I only assessed my student on part of it. We were

sitting in the library working on it and he was acting antagonistic. He wouldn’t look at me;

barely talked in a tone I could understand and crossed his arms the entire time we worked

together. On the consonant sounds section my student did a fabulous job at making the sounds

for all the consonants. He only struggled with making the sound for ‘R’. One thing my student

struggled with was the consonant digraphs. He could not make the sound that ‘th’, ‘sh’, ‘wh’,

‘ph’, or ‘ch’ make. These results startled me. Later that day we worked on those digraphs and by

the end of the lesson he knew each one. And lastly I tested him on the beginning consonant

blends. He did just as well as I expected him to. He only missed one, which was ‘dr’. He does

very well at starting to sound out his words; his weakness is just following through with the

strategy throughout the entire word.

For the Z test I was actually surprised with how well my student did on this assessment.

He was able to keep the beginning /z/ sound present in all the words. He only missed a couple

words each time I assessed him. He did seem to have a harder time with words like; zake, zame,

zaw, zide, and zeat.

During the Phonograms Assessment I began the assessment on list 1. He scored 18 out of

20. On list 2 he scored 15 out of 20, I think his errors were he wouldn’t sound the words out all

the way to the end. He would get the first two letters correct but miss the rest of the word. His

scores dropped by each assessment I gave him. On list 3 he scored a 10 out of 20 and on list 4 a 9

out of 20. I think the thing he needs to work on is when sounding out the word to keep going

until the end of the word and not stop halfway through.

During the Where-to-Start Word test assessment I had a harder time understanding how

he came up with some of his answers. I began on the beginning word list only because at the

time of assessing my student we were unsure of where he stood on his reading level at that

moment. His reading recovery teacher said one level and my cooperating teacher said a different

level. For the beginning level he responded with the correct word for all twenty words. He was

very excited when he had done the assessment correctly. On level one he only missed two words.

The words that he said in place of the correct words caught my attention because they were

nothing alike. And the same thing happened on level two. He said mother instead of morning,

and prop instead of drop, and even police instead of queen. Looking at his results he scored 12

out of 20, which places him reading at a level G. His strengths are he, for the most part, is

starting the sounding out of the word correctly, but he doesn’t use his reading strategies very

well.

4. Write up your observations regarding the student’s physical, psychological, social or

emotional factors to consider in planning the lesson. Explain the type of setting and

materials that may work best with this child.

When creating my lesson plans for this student I have to take many things into

consideration. This little boy has a very short attention span and it is a struggle for me to keep

him looking at what’s in front of him. He works better in areas where there are a couple people

in it, because his nerves are sometimes so high, but also there can’t be too many people because

he gets very distracted. I need to make sure I take this into consideration when we are working

together. Also, it is very important for me to work with him every day I am in the classroom. He

often gets very upset with me if I skip a day working with him. He will ignore me the following

day and then we completely lose two days of work time.

This little boy is a solid hands on learner. He is very kinesthetic. He is always playing

with something in his hands or playing with his fingers. The materials and activities I need to

have for him need to include something he can move around and do. Worksheets are not a good

idea for him, he can do them, but they would not be the best choice. He has a good sense of

humor so having lessons that are silly and fun would keep him engaged as well.

5. Explain your plans for each lesson at the end with the following bullet points.

a) Specific objective of lesson (based on skill needed)

b) Ideal setting for lesson (library, classroom, individually, group, etc)

c) Materials (not books) that could be used in the lesson to meet the students needs

and interests

Lesson One:

a) Objective: Developing an awareness of his thinking as he reads, views and listens to a

story.

Teacher will first read the story to the student and share her thinking with the

child as she reads. The teacher will write down and draw what the story made her

feel on the supplied post-it notes. The student will do the same thing. Then the

student will draw what the story makes him think about. Once the book is over the

teacher will have the student review what happened in the story and how it made

him feel.

b) Setting: A table in the empty classroom

c) Materials: 3 post-its, Supplied Think sheet, Pencils, The Art Lesson by Tomie DePaola

Lesson Two:

a) Objective: Practice /r/ sound

I will introduce the letter Rr to the student. We will look through the brown bag

and pull out items that begin with the letter R or have the /r/ sound. We will read

the book and I will stress the /r/ sounds as I read the pages. When the book is over

we will do a small activity with the letter R.

b) Setting: Library table or in the classroom during readers workshop

c) Materials: Brown Bag items, Dry erase board, Marker, Chart Paper, The Pirate Who

Couldn’t Say ARRR! By Angie Neal

Lesson three:

a) Objective: Review previously learned reading strategies

Teacher will introduce “Chunky Monkey” rap/poem to the students and the

monkey that goes with it. The teacher will either sing or read the rap to the

student. Then the teacher will sing it a second time with the student. The student

will then read it on his own lastly. Then the teacher will discuss how to look for

chunks in words. The teacher will show the student the sentence strip and will tear

the strip into chunks, demonstrating how to chunk the parts together to make the

whole word. The student will then repeat that step on his own. After that has been

completed the teacher and the student will work together to search for chunks in

the words and nonsense words.

b) Setting: Library at a side table

c) Materials: “Chunky Monkey” rap, poster board, sentence strips, practice page, stuffed

monkey, story book (optional)

Lesson Four:

a) Objective: Learning how to sequence parts of story

Student and teacher will read The Hungry Caterpillar story together and then

review what the caterpillar ate in sequential order. Then the teacher will

demonstrate to the student what to do with the pipe cleaner and the papers and the

student will follow and do it as well.

b) Setting: In library at side media center table separated away from everyone

c) Materials: Pipe cleaner, caterpillar parts, parts of story written out, The Hungry

Caterpillar

Lesson Five:

a) Objective: Student will use hands on provided materials to understand contractions.

During the lesson the student will perform Word Surgery. We will dress the part

of surgeons with the mask and gloves. I will have the scalpel (scissors), stitches

(tape) and bandages (Band-Aids). The two words will be on a paper shaped like a

bone. The student will have to cut the bone in half with his scalpel and then

bandage the bone up with his match to make the contraction.

b) Setting: Back library table

c) Materials: Scissors, band-aids, tape, gloves, words, Doctors clothes, If you were a

contraction book.

4) Choose at least 5 library books that reflect your students needs and interests. Include

book name, author, call number and a short summary. Include an activity you could do

with the book to work on a skill that the student needs.

Book One:

Name: The Art Lesson

Author: Tomie DePaola

Call Number: No call number Isbn: 3041500599

Summary: This book is about a little boy named Tommy who wants to be an artist when

he grows up. He is so excited to meet his art teacher when he gets in first grade but when he

finds out that she expects the students to copy pictures and only use one piece of paper he is

heartbroken. After some discussion the teacher and Tomie compromise and it allows Tomie to be

the artist he always wanted to be.

Activities: This book was used in my lesson number two. The activities are what I

mentioned in section 5. Another activity the teacher could use with this book could be the

students could create their own piece of artwork about their favorite part in the story.

Book Two:

Name: The Hungry Caterpillar

Author: Eric Carle

Call Number: E Carle

Summary: This story is about a little egg that hatches into a caterpillar one morning and

he is very hungry. He starts looking for some food. The book goes through each day of the week

and what he eats that day. Monday he eats one apple, but he was still hungry. Tuesday he eats

two pears but he was still hungry. As each day happens he eats one more of the fruit. On

Saturday he eats all sorts of junk food and gets a stomachache. All of a sudden he wasn’t hungry

anymore and he was just a fat caterpillar. He then made his cocoon and then turned into a

beautiful butterfly.

Activities: The activities with this book are listed with Lesson three.

Book Three:

Name: The Birthday Fish

Author: Dan Yaccarino

Call Number: E Yacca

Summary: This book is about a little girl named Cynthia that always wanted a pony for

her birthday. At her party when she opens her present she finds out she didn’t get a pony, she got

something even better. Right when Cynthia tries to get rid of the fish the fish speaks up and begs

for her not to flush it down the drain. The goldfish told her he would grant her one wish if she

would take him to the lake to set him free. But when she got to the lake she decided to just take

the fish home.

Activities: For this book I would do a mini lesson with him about what he learned and his

favorite part of the story. Since he has such a hard time with reading comprehension I think it is

very important to do as many activities as possible that work on him writing his favorite part of

the story and drawing it out or even using drawing boxes to show the events in the story.

Book Four:

Name: Pete’s a Pizza

Author: William Steig

Call Number: E Steig

Summary: Pete was in a very bad mood because it was raining and he wanted to play

with his friends. His father notices he is very sad so he begins to act like Pete is a pizza. He

kneads the dough, adds tomato, cheese, and pepperoni and puts it in the oven. This makes Pete

laugh and forget that he was sad. Then mother looks outside and it’s sunny and she sends Pete

out to play with his friends.

Activities: This book would also be used in a mini lesson for my student to read with me.

After we read the story we would talk about what makes this story funny and what he thinks is

funny. He could work on writing his own story or maybe just making up a picture about making

one of his friends into a donut, or a hotdog.

Book Five:

Name: Whistle for Willie

Author: Ezra Jack Keats

Call Number: E Keats

Summary: The little boy in this book is wishing he knew how to whistle. He tried

whistling for his dog Willie, but couldn’t do it. He tried whistling while wearing his father’s hat,

but couldn’t do it. He walked down the street and was hiding from his shadow when he came to a

corner and saw Willie. He ran to hid under a box and blew and blew and out came a whistle. His

dog stopped and tried to figure out who was making that sound. Peter jumped out to surprise

Willie and ran off whistling through town.

Activity: Ezra Jack Keats is a wonderful author. For the activity he would make a book

about growing up. We would spend some time discussing what Willie wants to do and talk about

what my student wants to do and what he can do.

Book Six:

Name: My Best Friend is as Sharpe as a Pencil

Author: Hanoch Piven

Call Number: E Piven

Summary: When grandma comes to visit she always asks so many questions about

school, but this time we have a great idea to tell her. The little girl uses things she finds in her

house to describe her friends at school and her teacher. Mrs. Jennings talks in a voice sweet like

candy, and she smells like flowers. The girl goes through all of her friends; Jack, the Librarian,

Mr. Christoph, Sofia, and Mildred. This book teaches how to make collages and pictures out of

objects to help tell a story.

Activity: This activity would be a more hands on and artsy lesson. I would allow the

student to draw a similes portrait of someone he knows. I could supply him with a bucket of

objects and allow him to be creative as he works.

Georgia Gwinnett College School of EducationLesson Plan Organizer

Lesson #: 1 Topic of Lesson: Thinking about the text

Lesson Plan Elements

Lesson summaryBriefly describe the lesson activities.

For this lesson, I will read aloud the text to the student. I will read a few pages and stop to allow the child to verbalize his thoughts to me. He will then jot down and draw a picture to show what the story makes him think about.

Learning Outcomes for Students*State the learning outcomes you expect

students to demonstrate at the end of this lesson. (Include outcomes for all students, some students, few students) - Plans with every child in mind

The student will be able to use context clues to describe what the story is about.

The student will leave tracks of his thinking by drawing, coloring and writing.

Student will be able to retell the story. AKS: Reading: predict story events based on

title, illustrations, background knowledge, and text content (GPS, ITBS) (2LA_B2009-14)

Reading: make connections between texts and/pr personal experiences (GPS)(2LA_B2009-27)

Reading: identify beginning, middle and end of stories (2LA_B2009-22)

Prerequisite skills/knowledgeClearly identify the prerequisite

knowledge, skills, and practices that students need to begin the lesson.

Student will be able to know how to hold a book.

Individual Learner CharacteristicsIdentify specific student needs that

influence your planning for this lesson.

This student is a seven year old little boy in second grade. He is one of the smaller kids in the class. He is currently in Reading Support classes every day for thirty minutes a day after lunch. Every morning right after breakfast he goes to the computer lab to work on success maker for about 25 minutes. He is on a level 12 currently and from the running records was having trouble with contractions.

His attention span is very low so having

lessons that grab his attention are very important. He often comes into the classroom very tired and it takes him a little over an hour to wake up so he doesn’t pay attention during reader’s workshop very well. He is an English Language Learner.

After looking at his running records and the miscue analysis, I noticed he had a hard time responding to what happened in the story.

MaterialsList the materials that you will use in

the lesson.

Blank piece of paper3 Post-itsSupplied ThinksheetPencils CrayonsThe Art Lesson by Tomie dePaola

Lesson timeLength of time of the lesson.

30 minutes

Anticipatory SetIntroduction to the lesson is designed to

engage learners and activate a schema.

Engage the students by showing them the cover, sharing with them the title, and helping them connect to the story before reading it. I will tell the student this is about a boy who loves to draw and can’t wait to start kindergarten and go to art class. I will ask the child if he likes to draw. Explaining to him that this little boy loves to draw and will do it anytime he can. I will explain to the student that it’s important for readers to talk about what they are thinking about. We will spend about thirty seconds talking with each other about what we think the cover of the book makes us think about. I will remind him that when he talks to a friend about the story it is important to make eye contact. But also that he doesn’t need to move his whole body.

Procedures/ Methods and StrategiesDescribe how your lesson will proceed

step-by-step. Include teaching strategies that are appropriate to the content, promote active engagement by all learners. Include accommodations/modifications you will make based on individual student characteristics.

I will explain to the student that kids and even adults think about the information as we read. Making sure he understands that the words don’t just go in one ear and out the other.

Explaining to him that listening and reading involve thinking and that nothing matters more than the thinking we do when we read a story.

I will tell this student that I want to show him how I think about the words

and pictures as I read The Art Lesson. I will start with the cover and explain

that I see a little boy holding some paper and a crayon. He has a big smile on his face so he must be happy. He must be happy because he loves to draw.

I will tell the student that I am going to write that on my post-it.

I will allow the student to tell me what the front cover makes him think.

I will continue on by reading the first page.

I will relate the first page to something from my life that it reminds me of, and write it on another post-it.

I will make sure to tell the student that these are my written tracks and they hold my thinking down so I don’t forget.

On another post-it I will draw a picture that relates to the previous post-it. (Make sure to tell student that the drawing doesn’t have to be PERFECT).

Continuing to read the next page, and then discuss how his pictures showed the things his friends liked to do. think about.

Ask the student what this page makes him

Have the student write this on a post-it. Tell the child that you are going to

continue reading and whenever you feel like something is important you will stop and jot it down so you don’t forget.

Stop at the page where his dad has the pictures at work.

Ask the student if that makes him think about anything.

Continue reading, until the part where Tommy is sad about art class not being what he expected.

Draw a sad face on a post-it, since that makes you feel sad.

Ask the student how he feels about it.

Have the student draw or write what it makes him feel.

Keep going in the reading through where the teacher comes in and they do the thanksgiving drawing.

Stop and say uh oh there seems to be a problem.

Ask an open ended question: “What do you think the problem is here?” This should drive the discussion towards the end of the book.

Keep going until Tommy is smiling. Ask the students why he might be

happy. This should lead into the discussion of

compromises. The teacher will explain what a

compromise is using a personal example.

Jot compromise and the definition down on your post-it.

Independent Practice: Have the student use the drawing paper to draw what the story makes him think about.

Have the student work on it for about five minutes.

Ask him to retell the story to you. Explain to him that retelling the story is

different than sharing your opinion on it.

Now allow him to share his drawing with you.

Instructional Accommodations/Modifications

Identify the accommodations and/or modifications you will make to your general lesson based on individual student characteristics.

We used paper with a large area of space for writing. It left him much space to draw and a couple of lines to write his sentences.

Lesson-specific logisticsDescribe a specific logistical plan for

conducting this lesson. How will you distribute materials, group students, transition between activities, etc.?

Since I will only be working with one student I will have all of the materials with me at the table.

ClosureDescribe the closure activity you will

Conclude by telling him you can learn a lot about yourself when you pay

use to provide a comprehensive summary of the lesson.

attention to your thinking by looking at the pictures, words and listening.

Overview the lesson with him: “first I read a story and shared my thinking with you.

Then I will write down and draw what the story made me think about.

I will allow the child to do the same thing.

I will also review that he learned to share with me (a friend) what he was thinking.

Telling him he also drew what the story makes him think about.

Formative AssessmentHow will you monitor student progress

toward achieving the lesson and unit outcomes?

The following day we will read the given book from his reading specialist teacher and follow these same steps until he can confidently respond to the teachers questions concerning his reading comprehension

TechnologyExplain how technology will be used in

the planning, delivery, or assessment of the lesson, as appropriate.

No technology will be needed for this lesson.

Follow-up/ ExtensionsDescribe the variety of practice and

extension activities use will use to reinforce, remediate or enrich the lesson.

To follow up with this lesson we will be using these strategies while we read and learn in other lessons.

*Items to be used as part of the Content Knowledge Profile

Georgia Gwinnett College School of Education

Lesson Plan Organizer

Lesson #: 2

Topic of Lesson: ARRRR you ready?!



In this lesson we will be reading the book The Pirate Who Couldn’t Say ARRR! And we will be practicing the sound that the letter R makes.



Student will be able to apply the letter sound of Rr.

apply letter-sound knowledge to decode accurately and quickly (GPS) (1LA_D2009-40)



Student should have concepts of print and phonemic awareness skills. Student should be able to recognize the letter Rr.




His attention span is very low so having lessons that grab his attention are very important. He often comes into the classroom very tired and it takes him a little over an hour to wake up so he doesn’t pay attention during reader’s workshop very well. He is an English Language Learner.

After looking at his assessments I saw that he had trouble recognizing the letter Rr and the sound it made.


the lesson.

The Pirate Who Couldn’t Say ARRRR! By Angie Neal, letter bag with contents inside,


25 minutes



1. Show letter and say the sound. Pull

out items brought in brown bag (rat, roach,

road, etc.)

2. Read The Pirate Who Couldn’t Sat

ARRR ! By Angie Neal

3. Give examples of words from the

book that start with r by writing them and

stress the /r/ sound while you are doing it.



3. Repeat that r makes the /r/ sound.

4. Write down kids names in class that

start with letter R on chart paper.

5. Have student point out which

students have the /r/ in their names.

6. Have child choose plastic letters that

say the r sound and to review the other sounds

they have learned.

7. Have child work to write as many

words as he can think of with the /r/ sound.

(make it into a game).

8. Have student share his words and the

teacher write them on a piece of chart paper

and hang on the wall.

7. Have student practicing writing r and

the other letters he has learned on whiteboards

or chalk boards. He can look at the chart that

was just created and magnetic letter to help.



Students who have a short attention span will enjoy this because activities will change frequently. Students that are hands on learners will have a great opportunity to learn and move around with this activity.



Before: gather items that begin

with letter r, get plastic letters and mini-

whiteboards, markers, chart paper, book,

During: have child sit at a floor or

at the side table and listen to lesson.

After: Put "r" things in the basket

labeled "r" and keep the other items in a

basket on the table.



Give a summary as to what was covered in the lesson with the child that day. Have the child write in their learning log what they learned.



To monitor my students’ progress I will be observing him during the lesson and if I notice he is struggling in one area I will continue to work on that content to provide extra understanding.


the planning, delivery, or assessment of the

The student will be able to log into Star fall and listen and play the R game.

http://www.starfall.com/n/level-k/

http://www.starfall.com/n/level-k/index/load.htm?f

lesson, as appropriate. index/load.htm?f



To follow up on this student and make sure he is understanding the material covered I will be reinforcing the strategies we have learned all semester and make sure he is remembering everything in the classroom.


http://www.starfall.com/n/level-k/index/load.htm?f


Lesson #: 3

Topic of Lesson: Chunky Monkey



I will re-introduce the reading strategy. I will read the rap/poem to the student, then we will read it together, then the student will read it on his own. We will discuss how to look for chunks in words. Then work with sentence strips, tearing the word into chunks. (I, we, you).



Student will be able to understand the reading strategy.

Student will be able to use this strategy to help identify unknown words.

Reading: Self-monitor comprehension and reread as needed for clarification, self-correction, and further comprehension (GPS, CE)(2LA_B2009-12)



Student will need to know how to read.Student will need to the reading

strategy from first grade.





After looking at his running records

and the miscue analysis I realized he had a hard time with reading words he didn’t know. He would either stop at the second letter and move on or make up a word as a replacement. I spoke with his reading recovery teacher and she told me doing a lesson like this would really help him.


the lesson.

“Chunky Monkey” RapChart PaperSentence StripsStuffed Monkey (optional)Story book (optional)Dry Erase Markers


30 minutes



I will introduce the “Chunky Monkey” stuffed animal to the child and explain that he will introduce us to a new reading strategy. We will sing/read the rap together (I, We, You).



1. I will read the rap/poem.2. Student and I will read it together.3. Student will then read it.4. I will show the student the words on

the sentence strip. We will tear the strip into chunks. I will demonstrate one as an example.

5. I will then put the word back together to make the whole word.

6. The student will continue doing this with all of the other words.

7. We will then use the laminated words to circle the chunks we hear.



This lesson is a hands on lesson because of this students learning characteristics. We will not be reading a book in this lesson; instead it will be the rap.



For this lesson we will be in the library at a back table facing the wall, away from all distractions.



I will review with the student what we covered that day, explaining the reading strategy. We will discuss how to look for chunks in words and how we always need to

remember this strategy when we come across a word we don’t know when reading.



We will review it every time we work together. When we read if we come across a hard word, I will write it on the sentence strip and we will tear it up and sound it out.



At the end of the lesson we will play this review game on Star fall.

http://www.starfall.com/n/level-a/learn-to-read/load.htm?f



For extra practice we will use the nonsense words on the sentence strips to see if he can break apart other words he does not know.





Lesson #: 4

Topic of Lesson: Hungry Caterpillar



For this lesson we will be reviewing how to retell the story in sequential order.



Student will be able to sequence any set of events in the correct order.

Student will listen for a purpose. Student will be able to use the concept

of ordinal numbers to help organize story events.

Student will summarize story events.Reading: make connections between

texts and/pr personal experiences (GPS)(2LA_B2009-27)

Reading: identify beginning, middle and end of stories (2LA_B2009-22)



Student will know the ABC pattern. Student will know the first, next, then,

after that and finally order.





After looking at his running records and the miscue analysis, I noticed he struggled

with retelling the story.Materials

List the materials that you will use in the lesson.

Manipulatives for caterpillarThe Very Hungry Caterpillar bookPictures


30 minutes



I will introduce the idea of sequencing to my student explaining that it is the order of events in a story or in our lives.

I will explain that It helps us comprehend the story or situation.

I will show him pictures of me as a baby, a toddler, in my younger years and now explaining how to sequence things.



I will introduce the book and ask the student if he is familiar with this text.

We will look at the first two pages and predict what the story will be about.

I will explain the purpose of reading the book and for him to listen to main events from the story for the activity later.

I will begin reading the story and have my student read the and he was still hungry part along with me.

When we finish the book I will remind him that just as events in our life go in order, so do events in the story.

I will show him the activity we will complete. He will be putting the events of the story in order, either from the paper or onto the caterpillar.



This is a strong kinesthetic lesson for this student. The colors are bright, the materials are soft and fluffy and the activity is completely hands on.


conducting this lesson. How will you distribute materials, group students, transition between

I will have the materials in a bag on the table and pull them out as I need them.

activities, etc.?Closure

Describe the closure activity you will use to provide a comprehensive summary of the lesson.

I will go over what we just covered; we will go through and read our newly created summary that we made.



To monitor his progress I will use the created caterpillar to remind him to tell the story in the correct order when explaining the summary.



Technology will be used when he watches the beginning middle and end song.



To follow up on this lesson I will allow him to keep the caterpillar to remember how to tell a story in the correct sequential order. I will also observe him during other lessons to ensure he is remembering what was covered in this lesson.



Lesson#: 5Topic of Lesson: Contractions



In this lesson we will be reading a book about contractions. We will then do an activity where we break apart bones in contraction surgery and use band-aids to bandage the bones back together making the new contraction.

Learning Outcomes for Students*State the learning outcomes you

expect students to demonstrate at the end of this lesson. (Include outcomes for all students, some students, few students) - Plans with every child in mind

Student will be able to explain what a contraction is.

Student will be able to recognize the two words and create the new one word contractionLanguage Arts:Writing: use apostrophes to punctuate

contractions (2LA_D2009-60)Reading: read contractions in texts (GPS)

(2LA_C2009-35)Prerequisite skills/knowledge

Clearly identify the prerequisite knowledge, skills, and practices that students need to begin the lesson.

The student will already know how to use his listening strategies reviewed in class.

Student will know how to use scissors, understand what an apostrophe does, know what a glossary is, what a fact box is used for and what a Band-Aid looks like.

The student will know the concepts of print and have some knowledge on contractions from the first grade.

Individual Learner CharacteristicsIdentify specific student needs

that influence your planning for this lesson.


His attention span is very low so having lessons that grab his attention are very important. He often comes into the classroom very tired and it takes him a little over an hour to wake up so he doesn’t

pay attention during reader’s workshop very well. He is an English Language Learner.

MaterialsList the materials that you will

use in the lesson.

If You Were a Contraction by: Trisha Shaskan, scissors, Band-Aids, Dr. Poster, Doctor’s tape, scrubs, doctor’s coat, doctor’s bag, sentence strip words.


30 minutes

Anticipatory SetIntroduction to the lesson is designed to engage learners and activate a schema.

Teacher will ask the student, “What is a contraction?” (To shorten a word or make it smaller).

Teacher will reiterate contraction definition to make sure the student understands.

Teacher will read the book If You Were a Contraction by: Trisha Shaskan.

Procedures/ Methods and Strategies

Describe how your lesson will proceed step-by-step. Include teaching strategies that are appropriate to the content, promote active engagement by all learners. Include accommodations/modifications you will make based on individual student characteristics.

1. Teacher will review some of the contractions in the story by asking the student what contractions he heard the pigs make. (Teacher will go over the definition of contractions again).

2. Teacher will have student follow the_____ + ____ = ______ method.

3. Teacher will have student transform into a doctor to do “contraction surgery”.

4. Student and teacher will take time to put on doctor’s uniform.

5. Teacher will show student the “scalpel” (scissors), the “bandages” (band-aids) and the “stitches” (tape).

6. Teacher will roll play with student. “Our friend Dr. Allen gave me these bones and asked me if we could cut them up to create new bones for his friends.”

7. Teacher will take the bones out of the tray

and place them on the table one by one.

8. Teacher will demonstrate the activity to student. (There are two words and he will make a new word with the two words).

9. Teacher will use Band-Aids to put the new bones back together. (The Band-Aid is working as an apostrophe in our “surgery”).

10. The student will then work to complete the surgery for Dr. Allen.

11. Once surgery is completed Dr. Allen will be brought out and student will use the tape to tape the contractions around him.



This lesson is extremely hands on for this learner. The bones are in bright colors and the book is very colorful and interesting. The student needs these accommodations because he sometimes suffers from lack of attention. This activity is beneficial for the student because it meets his learning style by being hands on.

Lesson-specific logisticsDescribe a specific logistical plan

for conducting this lesson. How will you distribute materials, group students, transition between activities, etc.?

I will have the materials in either a bag or on the floor. I will pull them out at the appropriate time in the lesson.

ClosureDescribe the closure activity you

will use to provide a comprehensive summary of the lesson.

To close the lesson I will be repeating all that I had covered in my anticipatory set, reviewing the definition of a contraction. I will read the definition, then we will both read it and he will finish by reading it himself. I will then summarize what we did in the lesson reminding him that the apostrophe was our band-aid and when making contractions you can’t forget your apostrophe, just like when you cut yourself your band-aid.

Formative AssessmentHow will you monitor student

progress toward achieving the lesson and unit outcomes?

To monitor my student’s progress towards achieving the lesson and unit outcomes I will be observing the student during the lesson and digging deeper into the discussion if he seems to be

struggling. I will also spend more time on more contractions if I feel he is struggling breaking the words apart.

TechnologyExplain how technology will be

used in the planning, delivery, or assessment of the lesson, as appropriate.

Either after the lesson or for homework the student will be playing a contraction game on http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=jwildecontraction2

Follow-up/ ExtensionsDescribe the variety of practice

and extension activities use will use to reinforce, remediate or enrich the lesson.

To follow up on this lesson and be sure that this student knows and understands what was taught I will be reinforcing what was taught during our other meetings. I will also be observing him during this and taking mental note on what he is really struggling with so that I can spend more time on it later.


http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=jwildecontraction2

http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=jwildecontraction2

Part F:

Part F: Report student progress and recommendations

Given Title Level Errors Self Correction

Comprehension

February 15, 2012

Soccer at School

12 6 3 ¾

February 15, 2012

The Water Slide

14 8 2 4/4

April 18, 2012

The Fox and chicken-to-

go

13 2 3 4/4

April 18, 2012

The Water Slide

14 7 4 4/4

3. Describe your specific recommendations for continued work with the student. Be

sure to provide explanations and justifications. This should be about 1 1/2 to 2 typed

pages, with each recommendation, explanation, and justification as one full paragraph.

If I could recommend future lessons to another teacher that will be working with this

student I would tell the teacher the following ideas:

This student was having trouble with retelling the story. I have completed two major

reading comprehension lessons with this child and even after that he was still struggling with

remembering the events and retelling them. He really enjoyed the lesson of retelling the

hungry caterpillar story, but did not enjoy the retelling of The Art Lesson. This being said

this child needs to be taught in a way that will interest him and allow him to make text to

self connections. He loved reading The Very Hungry Caterpillar book and enjoyed the hands

on activity that followed. I would extremely recommend that a teacher work more with this

student on retelling and really stress that he uses great transitional words like first, then,

after that, next, and finally while he is retelling the story.

Another recommendation I have for the teacher would to be to continue working on

contractions with this child. He was struggling grasping some of the contractions during the

lesson. He loved learning about contractions and had fun. He showed signs of struggling half

way through the lesson so I backtracked a little bit and stressed the __+__=__ method to him

and he seemed to grasp it. He also struggled with the bigger words like would not and could

not. He wasn’t sure how to break those up. I don’t know why he struggled more with those

words, but over and over he seemed to not recognize what the contraction would be. Overall,

he loved the lesson I created for him because it was hands on and fun, but he could use some

more work with this content.

One last recommendation I would have for this new teacher would be for him/her to

work more in detail with him about chunking his words. He did make huge progress on his

second round of running records after he was taught this lesson. The first time I tested him

he would say window instead of wall or louder instead of laughed or even towels instead of

things. He would read the first letter and when he didn’t know how to add the other letters in

he would stop and make up something else. For this lesson he was taught to chunk the words

up and literally break them into pieces to show how he would sound out the word. He

enjoyed the lesson and learned a lot from it because I observed him chunking the words in

the running records for some words. He could use some more help on that strategy to ensure

that he has mastered it before third grade.

Part G: Reflection

Look back at your weekly lesson plan reflections. Summarize themes that are

found across these reflections. Discuss what you have learning about struggling readers

and what is required of teachers to be successful when individualizing instruction.

Explain any changes in your beliefs about literacy and other aspects of teaching.

Discuss further questions you have on reading/literacy development and goals for

yourself for working with children next semester (about 2 typed pages).

Looking back at my lessons I have noticed my main theme or goal for the student was

having a chance for him to have one on one attention and a hands on lesson. In the

classroom, at the time, there were not many hands on lessons and this student would really

struggle. If he isn’t interested he lays back and drifts off. All of my lessons were extremely

hands on and required him to move around and do things with his hands. For example in one

lesson we were tearing apart papers, in another lesson we were using scissors to cut paper, in

one lesson we were putting pom-pom balls on a felt stick. All of my lessons had this student

moving his hands and fully involved.

As I was creating my lessons I found my cooperating teacher pulling her teaching

ideas from my lessons. I have learned that struggling readers need a chance to participate in

the classroom. There are so many opportunities for the students to participate and share what

they know with the class and their teachers, and if they are not given the chance then they

might shut down and become reclusive, which is exactly what this student has done. I have

learned so much about how important it is to realize and recognize that all students have

different learning styles. Some students can’t sit still for thirty minutes and listen to a lecture,

and as a teacher you have to be willing to be flexible with students and their learning styles.

I have learned that when working with English Language Learners you must differentiate

learning. As a teacher you must remember that each student is different and comes from different

background experiences, culture, language, personality, hobbies and attitudes toward learning.

The teacher’s goal in the classroom should be to create different learning opportunities that make

allowances for each student’s differences, so that you can create equal access to each academic

content. One thing I found myself doing was continually asking myself, “What does this student

need at this moment in order to be able to progress with as much success as possible.” Since I

have done very extensive research this semester about how to differentiate literacy for English

Language Learners, I have learned that there are many successful ways to differentiate

instruction for English Language Learners (ELL). Teachers need to get to know the student.

Knowing that this student had very little homework help and support at home helped me realize

this child needed the extra support and care here at school. Another way to differentiate

instruction for ELLs is to collaborate with other teachers. During this time of working with this

student I also talked with his reading recovery teacher, my cooperating teacher and the specials

teachers. They helped show me what he is struggling with and how I can pinpoint his

weaknesses and try and help him grow. One way I have truly learned about while working with

this student is you must differentiate homework for ELL students. Every student’s needs are

different. This case study student struggled with homework, he didn’t understand how to do it

and since he had no support at home he never completed the assignments.

A few questions I have about reading and literacy development for next semester would

be what kind of changed could the student make if they had the parents support at home? How

could I change my lessons knowing that my student is growing and being encouraged at home?

A goal I have for myself for next semester when working with the students is to really

challenge the child to grow, letting the child know what goals I have for him at the beginning

and what I expect him to learn and understand during our time together.

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