Casestudies

= = =__ CASE STUDY #1 __= = = Choose one case study to evaluate from these two examples: Home/school connections are important at all times but especially critical during the early years of schools. In both of these cases, the parents have already been active in the development of literacy. Now both sets of parents want more. What can you do to help them on the road to literacy.

CASE STUDY #1: Susie
Susie came to first grade with highly developed skills, an eagerness to learn, and a strong literary base. She has supportive parents that instilled in her a love of reading and helped her build a personal library that she loves. Her parents talk to her on an adult level which supports oral language and vocabulary growth. Susie understands and is highly familiar with books so she can easily learn strategies and activities to challenge her when she finishes her assignments.  What are the needs? 

What strategies/things could the teacher encourage the parents to do at home? Why? 



What types of activities and extensions could the teacher do in the classroom? 

  Sam is a first grader who will turn six this November. He comes from a middle-class English-speaking family, with two parents who read to him on a regular basis. His parents are very interested in the progress and activities he does in class.
 * CASE STUDY #1: Sam**

He actively participates in class discussions, even though there are times when he will make an error in syntax with word forms, like talk-ed, for talked.

At independent time, he regularly chooses picture books and studies the pictures. He does not spend any time looking at the words. If he chooses a book with more words, the topics will be sharks or dinosaurs. He does know the basic letters but confuses b and d, I and j, x and z, p and ,i and l. He knows basically his concepts about print. He can figure out his initial and ending consonants but is slow and choppy. His writing can only be deciphered if Sam reads the text to the teacher.

What are the strengths?  What are the needs?

What strategies/things could be recommended to parents and what is your rationale?

YOUR WIKI:.............
|| From Dr. Swanson
 * =__Case Study #2 Phonemic Awareness__ =

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= = <span style="font-family: Arial,Helvetica,sans-serif;">Choose from one of these case studies to elaborate on the topic of phonemic awareness. Phonemic awareness is the foundation for phonics and must be acquired and used with ease before you start the reading and phonics processes. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">

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<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">ASE STUDY #2: Angel
Angel, a kindergartner, is behind most of her classmates in reading readiness. When she came to the school, she had no awareness of letters, letter sounds and names. She has learned to sing the ABC song but cannot place the letters in order without the song. She knows some concepts about print: the left-right order and the return sweep and the front/back/author of book. She can show the first part of the story, the first part of a word but cannot show the beginning of a sentence. She does not know her punctuation marks. She does not know the 1 to 1 correspondence of words and cannot follow along with the teacher reading the story. All in all she tries to learn and participates eagerly in class. She likes the rote method and loves to do things kinesthetically.

What are the strengths? <span style="color: #000000; font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;"> What are the needs? <span style="font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: 'Comic Sans MS',cursive;"> What strategies/things could the teacher encourage the parents to do at home? Why? <span style="color: #000000; font-family: 'Comic Sans MS',cursive;"> What types of activities and extensions could the teacher do in the classroom? <span style="color: #000000; font-family: 'Comic Sans MS',cursive;"> **<span style="font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">YOUR WIKI:= ** ** Phonics and Word Attack Skills. **


 * =__ Case Study #4: Vocabulary __=

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">My Two Favorite Books on Vocabulary state the following: The authors of Beck, McKeown, and Kucan’s Bringing Words to Life suggest that ?a robust approach to vocabulary involves directly explaining the meanings of words along with thought-provoking, playful, and interactive follow-up? (2). They add that ?vocabulary work in middle school and high school should allow deeper explorations of language?how language gives meaning and how words mean what they mean? (85). In their vision of best practices, vocabulary is ?more rooted to a text and dealt with in a way that both teaches the words and brings enriched understanding to the text? (85).

Marzano agrees”direct instruction in vocabulary works”(68), and even mentions the work of Beck and McKeown in explaining that “effective vocabulary instruction does not rely on definitions” (70). Marzano’s approach for effectively teaching vocabulary consists of six steps that are very similar to the approach described in Bringing Words to Life. He encourages nonlinguistic representations to build vocabulary, and clarifies that he means ?not just mental pictures,? but also "associated sounds, smells, and sensations of touch or movement? (21). Marzano encourages the shaping of word meaning through multiple exposures including the process of creating metaphors. He states that, ?Research indicates that metaphor activities can help students better understand the abstract features of information. . . . In terms of vocabulary instruction, a teacher might present students with metaphors or ask them to create their own metaphors? (73).

However, Marzano writes that “Beck, McKeown, and Kucan’s focus on tier-two words as the appropriate target of vocabulary instruction” is a mistake (88). He stresses that “subject-specific terms are the best target for direct vocabulary instruction” and provides a list of 7,923 subject-specific terms in the appendix of his book.

The Opening Articles and the podcasts can help with the development of the vocabulary plan.

<span class="fnt0" style="font-family: Arial,Helvetica,sans-serif;"> = = <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">CASE STUDY #4: Amy = = <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Amy is a 11th grade student from a upper-middle class area in an affluent high school. She has twenty hours of community service hours that she has to complete and has decided to help tutor students at a near-by after school elementary program. She wants to come one hour every day for a month. The teacher in the program wants her to work on vocabulary development and make it fun. She has come to you for advice about how to help students with word conscientious. What are you going to tell her? (Oh, by the way, Jenks Middle School has set up a program like this on Saturday mornings to help with vocabulary development). <span style="color: #000000; font-family: 'Comic Sans MS',cursive;"> What can be the strengths and weaknesses of this plan?

What strategies/programs would help with the students? What is your rationale?

What would the program look like?

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 * =__<span style="font-family: Arial,Helvetica,sans-serif;">Case Study #5: Fluency __=

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">CASE STUDY #5: Anne
<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Anne is a sixth grader who has fair word attack skills but lacks fluency because she reads without expression and ignores punctuation. This issue interferes with her comprehension; she does not monitor what she reads. She is unable to retell a passage or answer questions on the various levels of understanding. Anne?s word attack skills are around the fourth grade and her comprehension level to be near third grade level. On the other hand, her recognition and use of good vocabulary words is apparent in her speech.

Anne has stated that her love is to watch educational television and learn as much science and history that she can. In her textbook she says that she uses her picture cues, graphs, and charts as well as her knowledge about the topic to get her through the reading. She adds to the class discussion but her topics are not necessarily found in the textbooks. She loves her social studies and science classes and usually gets good grades in them.

Anne looks at the pictures and other visuals during her reading time and states that reading is not enjoyable.

What are the strengths? <span style="color: #000000; font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;">

<span class="fnt0" style="font-family: 'Comic Sans MS',cursive;">What are the needs? <span style="font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">What strategies/things could the teacher encourage the parents to do at home? Why? <span style="font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">

What types of activities and extensions could the teacher do in the classroom? <span style="font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">

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 * = __<span style="font-family: 'Comic Sans MS',cursive;">Case Study #6 Comprehension __ =

**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">CASE STUDY #6: Sixth Grade Class **
<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;"> <span style="color: #00ff00; font-family: Arial,Helvetica,sans-serif;"> <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">In a sixth grade class of twenty-eight students, composed mostly of English speakers at various levels of ability and skills, the teacher needs to devise strategies which deal with comprehension. Most students do not have a lot of difficulty with word attack, but their reading comprehension scores on a standardize test range from the 22nd percentile to the 65th percentage. In the Oklahoma PASS objective tests, you note that they read the passages but they seemed to miss key points in comprehension. You also know that the students like to discuss the topic but don?t always understand the text and have a hard time supporting their answers from the text.

What are the strengths? <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">What are the needs? <span class="fnt0" style="color: #000000; font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">What types of activities and extensions could the teacher do in the classroom? <span style="color: #000000; font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;">

What strategies/things could the teacher encourage the students to do?

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 * =__<span style="font-family: Arial,Helvetica,sans-serif;">Case Study #7 Comprehension __=

CASE STUDY # 7: Brandon
<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Brandon, a soon to be eighth grader, was a student in the summer reading program for struggling readers. He was assigned to this program because of his test scores and the Reading Sufficiency Plan. Also his mother wanted to have help for him before he went to high school. The teacher gave an informal reading inventory and the reading level was several levels lower than his grade placement. During the conference with Brandon, he shared that he felt that he was a good reader and was often called upon to read orally in class. His reading was rhythmic and generally true to text and his accuracy rate was about 89%. He had trouble retelling and his comprehension was minimal. Brandon was also very talkative and excited and saw no need for strategy instruction to help with his comprehension.

What are the strengths?

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<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">What are the needs? <span class="fnt0" style="color: #000000; font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: 'Comic Sans MS',cursive;"><span style="font-family: 'Comic Sans MS',cursive;">

What strategies/things could the student do when they read? Why?

What types of activities and extensions could the teacher do in the classroom?

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 * =__<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Case Study #8: Metacognition __=

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Metacognition is having the students think while they read. They are to think about if the text is making sense and what they can do to help the text make sense. They are to think about how their minds are processing the information into long term memory. They are to think about the television reading that should be taking place. Thus, these two case studies are typical about the lack of metacognition. Select one and make a plan. <span style="font-family: 'Comic Sans MS',cursive;"> <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: 'Comic Sans MS',cursive;">= = <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">CASE STUDY #8: Robert <span style="font-family: 'Comic Sans MS',cursive;">= **

= <span class="fnt0" style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;"> <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Robert is an eighth grade student at Jenks Middle School and has been referred to you, the resource teacher, for evaluation because of his poor comprehension in content subjects. Both his teachers and parents are concerned and stated that although Robert doesn’t seem to have difficulty reading the words, he does not have the ability to understand and repeat what he has read. He seems to have the most trouble in science class. What are the strengths? He has supportive parents. Robert can easily read words. What are the needs?** <span class="fnt0" style="color: #000000; font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">


 * What strategies/things could the student do when they read? Why?**

<span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: 'Comic Sans MS',cursive;"> What types of activities and extensions could the teacher do in the classroom? **

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__<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Case Study #9: Your tech plan __
<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">View four different tech plans from four different areas of the United States. Look at your grade level plans first and compare how you are with other parts of the states. Then look at the previous grades and decide upon three technology goals for your class or school for this semester. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;"> <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">YOUR WIKI: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: 'Comic Sans MS',cursive;"> || Type in the content of your page here.