Appendix C
Case Study and Classroom Management Plan Guidelines, Scoring Rubric,
and Sample Student Plan
Case Study Draft
Sample Classroom Management Plan (CMP) Guidelines
CMP Sample Assessment Rubric
Sample Classroom Management Plan
Sample Classroom Floor Plan
Sample Teaching Journal
Case Study Draft
Case Study Author InformationFirst and Last Name / Student ABC
Author’s E-mail Address / aaa@aaa
Course Section(s) / EDEL 415 – Section 3
Instructor Name(s): / Instructor ABC
a. Case Study Title: Explicit Phonics with Jerry
Case Study Summary:
Pre-instruction Summary:
After administering the IRI and LAS, I realized that Jerry was orally fluent and comprehending the material at his second-grade level. However, I found that he was having phonics problems on words that had the /s/ sound, particularly when the sound came at the end of words to denote plurality. I decided to help Jerry by giving him an explicit phonics lesson on the letter “s” and the sound that it makes.
Summary of Instruction:
The instruction definitely went well with Jerry. We practiced the sound that “s” makes and reviewed many words that end in “s.” He became very familiar with it and almost overemphasized the sound. By the end of the lesson, he knew what it sounded like and what it looked like if he was to see it on paper.For his midpoint assessment, I made up a word list to make sure he was able to include the “s” on each word that he read.Based on his performance in the midpoint, I gave him a different explicit phonics lesson on same-letter double-consonant words.For his final assessment, I gave Jerry another word list to practice double-consonant words.
Overall Conclusion/Summary of the Case Study:
Many students have trouble in small areas.I have learned that it takes only a little bit of time to help students.I gave Jerry very simple lessons on explicit phonics and he was able to improve tremendously.He just needed extra help and emphasis on correcting the things he had trouble with.I realize that teachers need to take the time to observe and assess their students in a way that will help them learn what each student’s needs are.Once they know, they can aid the student individually or present the topic to the class so that the students can improve.The explicit phonics lesson was definitely beneficial to Jerry.
b. Two Pre-Lesson Assessments, Analysis, and Recommendations
- Pre-assessments
Use the IRI and any other assessments if needed
When the case study child is a non-reader:
Use Letter Recognition, Phonemic Segmentation, Concepts about Print, and Listening Comprehension assessments
- English Proficiency Level Assessment
Jerry was given the Language Assessment Survey (LAS) for his English Proficiency.He was able to identify all twenty pictures that were shown to him.The only picture I would note is picture 16, which shows a watermelon.Instead of specifically stating watermelon, he said “fruit.”For the picture stories, Jerry was able to successfully make up a story for each one.He is a fluent proficient speaker with an oral production proficiency level of 5.
Assessment Analysis Results
Instructional Level in Reading for decoding and comprehension, only if the child is a reader:
Jerry’s instructional level in decoding is at the 3rd-grade level and his instructional level in reading for reading comprehension is at the 2nd-grade level.
Student’s Strengths:
One of Jerry’s strengths was his patience in figuring out words he was unfamiliar with, as well as recalling details of a story.He tried his best, and I found that he was strong in word recognition and answering factual comprehension questions up to his grade level.
Student’s Needs (state all needs identified from the analysis):
Jerry needed help with words ending is “s.” He often left off the “s” when he read words on the graded word lists as well as the reading passages.He also needed help with consonant pairs with the same letter because he often forgot to pronounce the second letter.For example, for the word supper, he said “super.” His comprehension was very low once he got to the level-3 reading passages.
Recommended Instructional Strategy(ies):
From looking at Jerry’s needs, I decided to focus more on his phonics.Explicit phonics lessons were given to Jerry based on the sounds that he needed help on.We talked about the sounds and wrote them down on paper.We rehearsed the sounds and underlined them as we said them.One explicit phonics and one syllable identification lesson were given to Jerry.
Of the needs identified above in this section, select and state one to two needs that will be addressed in this case study:
This case study focuses on Jerry’s phonics needs.
c. Student’s Background Information:
Age: 8
Gender: Male
Grade level: 2
Language/Cultural Background:
Jerry is Hispanic and is an English language learner.He has been previously retained in 2nd grade and has one younger brother that requires special education.His mother is fluent in English, but has an accent and speaks to Jerry half in English and half in Spanish.His father speaks very little English and speaks to Jerry in Spanish.
Student's Experiences, Attention Span, and Other Information
Jerry has had a fair amount of experience with word lists and reading passages from all the testing he’s been through in school so far.At his school, they begin doing assessment tests in first grade.Jerry was retained in second grade, so he has had three years of experience in taking tests like the IRI.His attention span is relatively high.He is able to focus on what we are doing with minimal distractions.He occasionally looks around the room when we pause between word lists or stories but stays attentive and interested once I tell him to begin reading.
d. Lesson Objectives/Learning Outcomes: (from the needs identified in section b, “student’s needs,” select only one or two needs to teach for the instructional part of this case study)
The learner will be able to read a word list with specific word sounds that he needs practice on with at least 80% accuracy.
e. Targeted California English/Language Arts Content Standards/ELD Standards: (copy the standard from the document(s), verbatim)
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/ per; vowel-consonant/consonant-vowel = sup/ per).
1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies).
f. Theoretical Rationale for Appropriate Practice (About 1 to 2 pages):
Jerry has trouble remembering to emphasize the sounds of each letter in certain words.He needs to be taught that each letter makes a certain sound and must be included in the word in order for it to make sense.It may not hinder his comprehension in most cases, but it may in some.His grammar becomes weak because of these mistakes.There will be many plural words and consonant pair words that will show up on standardized tests, as well as other readings.In word lists, he will be marked wrong if he does not make a word plural when it is supposed to be.Also, when he does not pronounce both letters in a consonant pair, the meaning of the word may be altered.Jerry needs instruction on phonics in order to improve upon his needs.Ruddell talks about different instructional strategies for teaching phonics and syllable identification.
For teaching phonics, there is a method that would be very useful to Jerry, called explicit phonics.Ruddell defines explicit phonics as “an instructional method in which letter-sound relationships are taught by articulating the sounds in isolation.”Using this method, you would first write down the letter that needs to be focused on.For example, you would write the letter “s” and write other words with that letter in it.For Jerry, I would write words that end in “s” so that he can practice the ending sound.The sound of the letter in the word is emphasized and repeated with the student.Also, according to the Dorbooks website, “Explicit phonics is the indispensable key to fluent and accurate reading with excellent comprehension.”Therefore, using explicit phonics to teach Jerry is highly beneficial in increasing his accuracy with reading words.He will notice each letter more and will be more careful in his reading.This in turn will help with his comprehension and grammar.
In consonant pair words having the same letter, I am going to use a syllable identification technique.Ruddell explains how to use pattern clues for syllable identification.For consonant pairs with the same letter, I must look in the middle of the word and divide the word between those two consonants.I will pronounce each part of the word so that Jerry will know that there are two separate parts to the word when saying it. I will then blend the two parts together so that Jerry knows it is still one word.The goal is to identify pronounceable units that can be blended to form the word.Through syllable identification, Jerry will improve upon his reading of consonant pair words and will be able to better comprehend what he reads.
References:
Explicit systematic phonics.Retrieved May 9, 2005, from
Hiskes, D. (2003).Reading comprehension: Constructing vs. extracting meaning.Retrieved May 9, 2005, from
Ruddell, R. B. (2002). Teaching children to read and write: Becoming an effective literacy teacher. 3rd ed. Needham Heights, MA: Allyn Bacon, pp. 192, 204.
g. Approximate Time Needed(i.e., 20 minutes, 1 hour, etc.)
Pre-Assessment and Analysis:30 minutes
Instruction: 15 minutes
Mid-pointAssessment and Analysis:5 minutes
Modified Instruction:15 minutes
Post-Instruction Assessment:5 minutes
h. Materials and Resources Required for Case Study
Printed Materials:
- Teacher and student copies of LAS English Proficiency Level Assessment Packet
- Teacher and student copies of IRI pre-test graded word lists
- Teacher and student copies of IRI pre-test reading passages
- Teacher and student copies of teacher-made word list with explicit phonics lesson on “s” sounds
- Teacher and student copies of teacher-made word list with syllable identification words with consonant pairs of the same letter
- Recorder
- Paper
- Pencil
- Whiteboard
- Dry-erase markers
i. Computer-Technology Resource/Software Programs Used/Recommended
Technology—Hardware (i.e., computer, connection to the Internet)
- Computer with connection to the Internet to research methods of instruction to meet the needs of students.
- Microsoft Word for students to read words from a list or type their own words and read them out loud.
Technology—Software (i.e., a CD, a software program that is available online, etc.)
Internet Resources / a)Website resources on theories and research:
- The Educator’s Reference Desk:
- Theory-Research-Practice:
- Rand Education Research Area:
- Teacher education:
- Education teaching methods:
- Glossary of Instructional Strategies:
1.0 Word Analysis, Fluency, and Systematic VocabularyDevelopment
1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/ per; vowel-consonant/consonant-vowel = sup/ per).
1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies)
d)Value added to student learning:
Students will learn in a manner that incorporates technology.It is valuable because some students may learn better with technology and they will be able to practice their skills each time they are on the computer.It will be a different type of learning that takes place that will be beneficial to them because it won’t be the same routine of the teacher teaching them in front of the classroom while they listen.It is interactive and becomes fun for the student when technology is involved.
Software Program Resources / a)Why have you chosen this particular software for instructional assistance or extension?
The teaching made easier website helps you create a variety of activities to help students learn English and language arts words and concepts.There is a word generator that can help generate a list of necessary words to use in assessment.The program must be purchased, but there is also a free trial offer that can be used.The program is extremely helpful for the teacher in aiding his or her students.Activities can be created to help in all areas of language arts.
b)Alignment with ELA content standards:
1.0 Word Analysis, Fluency, and Systematic VocabularyDevelopment
1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/ per; vowel-consonant/consonant-vowel = sup/ per).
1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies)
c) Value added to student learning:
Through this program, I will be able to generate assessments in a more proficient manner.That will give me more time to focus on my students’ needs.It will be valuable to them because I will spend more time helping them.
j. Accommodations for Differentiated Instruction
English Learner with Low Level English Proficiency / N/A
Resource Student / N/A
Gifted Students / N/A
k. Instructional Procedures
Preparation/Introduction/Anticipatory set:
In preparation for this instructional procedure, I read chapter 6 of the Ruddell book.I focused on the section on explicit phonics because I wanted to give a lesson specifically on that.I also searched on various websites to gain more information on teaching phonics.I read over exactly how to give an explicit phonics lesson and wrote out a lesson plan before I instructed the student.I practiced the lesson on my own with other letters so that I would be familiar with the exact procedures.
I brought a small dry-erase board with me to the class.I used it to introduce the lesson to Jerry.I also created a list of words for him to practice saying so that he would be completely familiar with what was expected of him when it was time for the assessment.
Teacher-Led Instruction: (about 1 to 2 pages)
Here is the recorded dialogue between Jerry and me:
Me:Hi Jerry, how are you doing today?
Jerry:Good.
Me:That’s good to hear.Well, today we’re going to be learning about certain words.
Jerry:Okay.
Me:I want you to practice making sounds out of the letters you see when you read them.Do you know what each letter of the alphabet sounds like?
Jerry:Yes.
Me:Let’s practice some of the sounds of the alphabet.What’s your favorite animal?
Jerry:Dogs because I have four of them.I have fish at home too.
Me:Great, let start with the word “dogs.” (I write it on the dry-erase board.)Can you say each letter of this word?
Jerry:/d/ /o/ /g/ /s/
Me:Good job, now can you say the sound of every letter in fish?
Jerry:/f/ /i/ /sh/
Me:Very good.Okay, we’re going to practice the letter “s” now.I’m going to write this letter on the board along with some other words.(I write shows, calls, riders, tables, and chairs.I want to focus on the “s” ending.)The sound of “s” is /sss-sss/.Let’s say the sound together.(I point to the letter “s” on the board.)
Jerry:/sss-sss/
Me:Perfect.This is the sound we hear at the end of each of the words I’ve written here.(I underline the “s” at the ending of each word)Let’s say the sound together again.
Jerry and me:/sss-sss/
Me:Why do we add an “s” to the end of words?
Jerry:Because there’s more than one.
Me:Yeah, you’re right.So is it important to remember to say the “s”?
Jerry:Yeah.
Me:Let’s practice saying those words I’ve written down.Why don’t you read the words one at a time?
Jerry: Show/s/, call/s/.
Me:Okay, you’re doing a good job with remembering that there is an “s” at the end of the word, but you can just say the word without making too much of an /s/ sound.Like this, “shows,”“calls.”
Jerry:Oh, okay.
Me:Let’s start over from the beginning.You may start when you’re ready.
Jerry:Okay.Shows, calls, riders, tables, chairs.
Me:Good job, Jerry!
l. Mid-PointStudent Assessment, Results of Analysis, and Instructional Recommendations: (For the mid-point assessment, assess the student only on what was taught in section k. above)
Assessment Used: