Cover Sheet
Standard 3: Assessment and Evaluation When teaching, assessments are vital to
drive instruction. I gave the student the following assessments and determined his stages based on the assessments. I then adjusted instruction and recommended books based on my findings. Assessments: DRA, Concepts of Print, “Moster”
test Gentry’s Stages and Thompkin's Reading stage
A Literacy and Writing Case Study
Completed by:Miranda PetersonEDUC 524Spring 2012
My student is a 4th grade student who is 9 years old. He LOVES football, especially the Pittsburgh Steelers. He plays for our school- the Chalkley Steelers.
This is him in 2008.I am a Chalkley Steeler!
This is himthis year!
He enjoys playing outside (at the park) with his siblings (older brother and younger sister), playing video games, and reading. (If he had to choose between the three he would pick playing outside- hands down!)He is very quiet until you get him around his friends and talking football!He lives with his mom and his siblings. In school he struggles. He will work hard, but has a difficult time retaining information.
Him (to the left) at 5 months.
Him (10 months)
He enjoys reading. He struggles with comprehending what he reads. He does a lot of “pretend” reading. He likes to chose books that are popular, but above his level.
Reading
I completed the Developmental Reading Assessment (DRA). He read Incredible Journeys: Animal Migration. This book is a level 28. After looking at his fluency and comprehension I found this to be his instructional level.He had 4 miscues that included:These/This (SC) Inserted the word canmillions/mileslive/leaveHe only self corrected one time. There were a total of 172 words he read andhe read them in 2 minutes (86 words per minute).In his miscues, it appears he looks at the onset of words and not both the onset and rime, and I do feel they distracted from the meaning.
Reading Stage
I used Thompkin’s Stages of Reading to determine his reading stage. This was a hard task. In small group and whole group reading time he is working on discussing and using a reading log. A lot of times what he answers or writes in his log are out of line with what the question or text says. I went back and forth, but finally decided on Stage 3: Responding. He does try to write down his feelings and thoughts about what he is reading. I don’t feel he has gotten to the analytical side of reading. Especially in looking at his “Interpretation” and “Reflection” section of the DRA. He has a difficult time expressing the answer to “why” questions.
Concept about print
He did most of these with ease. He knew how to hold the book, turn the pages, show the direction of the print; however he had a hard time with “put your fingers around any word on a page”. He placed his fingers around, school at night, instead of a single word.
Jolly RanchersIt fills stike wen I touch It. It smells fruit wen I smell It. I can hear It wen I hopen the raper. I see It wen It from the store. It Tast green, rasbaresterbrawrey, starebaraurey, orange, and pink. (October writing)
WRITING
He had a writing prompt where he had to write a story about how our crickets and anoles escaped from their terrarium.
He had to answer: How did they escape and what happened next?
January Writing
How did the lizards and crickes ascape?They were super ajinns and they flow up the air and bust the top off. They was allared the class room. The lizards had war vs crickes the did not have wapings they you’s there Bar hand. The crickes was the usa arm and the lizrds was the saber rens. The was still having war. Then wen It was night time the war was over. So wen they wake up some won was on the other side and had a miske on his face to ake like he was mising a Nother player so they start having war. Some lizards and crickes was ingred. The the King sas stop the ingred the kind in the leg then the war was still gowing and gowing now one counot stop It. The strat Bring dogs in it then It was a lot of animals in the war. Then some crickets and lizards joined in. They cap on gowing and gowing. Then the hole inter pjlant joind in It was tank and then them at splojens that flys up in the air then It go on the other side and Blow up the lizards and crickets. The lizard made a mistak and Blow his sulf up. It was choppers. Then war inded then they never had war again.
This is what he wrote:
Gentry’s Developmental StageI placed him in Gentry’s Phase 3.
He spells the words as they sound (letter to letter), such as the word open (hopen). The word when is spelled without the h (wen). In his lizard writing he spelled used as you’s and going as gowing. He is also inconsistent in his spelling. In the lizards and
crickets writing he begins writing crickets crickes, however he ends up spelling it correctly. In the candy writing he spells wrapper, raper. But in the lizard writing he spells wrappings, wapings. It was interesting to see the different spelling, in two different writings, of almost the same word. I do believe that he does show signs of Phase four with chunking words, however I feel he needs assistance in words study to help him fully achieve Phase 4.
Writing Development Stage:
Expanding• Begins to consider audience • Writes pieces with a beginning, a middle, and an end • Revises by adding description and detail • Listens to peers’ writing and offers feedback • Forms letters with ease
In both of his writings he has a beginning, middle, and an end. In the lizards piece these parts are easier to distinguish-
Beginning-They were super ajinns and they flow up the air and bust the top off.
End-Then war inded then they never had war again.
He added specific words (vivid verbs and adjectives) to give his piece details and some descriptions.
He knew another teacher and I would be reading this and he is able to form his letters with ease.
Gentry’s “Monster” Phase
After giving the “monster” test to him, I determined he is in the fourth phase.
His “monster” test.
In the next slide I will show why I chose phase 4.
Phase Four In the first word monster, I put him in phase
3 because he spelled- moster-missing the n United was spelled correctly, along with
hiked, human, and bumped-which were phase 4.
Bodum, egal, and clossed were in phase 4. The last word was typed. He spelled it
teped. This was a very hard one for me. I put him in a phase 3 for this one because he had the t and the ped.
He scored mostly 4s therefore, I found him to be in phase 4.
While working with him this year and throughout this case study I have learned that he likes to read more than he likes to write. He has a difficult time coming up with ideas and the words to explain what he wants to say. He is a student who wants to be finished and not go back and check the spelling in his writing, which is apparent in his samples.
After looking at all the information that I have collected about his reading and writing I have to say that he is behind in grade level in both reading and writing. His DRA is not at a fourth grade level. His writing and spelling are not at grade level either as seen in his two sample writings.
Recommendation Section
Category
Strengths
Growth
Phonemicawareness
When he listens he can repeat it
Phonics Will try to break words down
Long vowel spelling
Fluency Can read with rhythm Expression
Word study and vocabulary
Understand the meaning and spelling of words
Comprehension Grasp the concrete Needs to be able to think about the analytical
Other Works hard most of the time
Needs to be consistent
His Strengths and Growths
Teaching TechniquesArea Teaching
TechniquePhonemic awareness http://www.raz-kids.com
This is a website that Malachi has been using recently to help. He is able to listen to stories.
Phonics http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_3.pdf --Same but Different- helps to identifying correct vowel patters
Fluency Readers Theatre-This is something he enjoys doing and it can be a tool to help his fluency.
Word Study/Vocabulary http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf --This is a dictionary cube that he can use to help know what words mean.
Comprehension http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf Using graphic organizers to help with comprehension (sequencing, characters, important details/main idea).
SameBut
Different
Vowel Activit
y
Dictionary
Cube
Sequencing
Recommended Childrens Books
On the following slides I will recommend children's books for him based on his love of sports and The Diary of a Wimpy Kid series. Matt Christopher has a series that are all about sports, for example some of the books are The Great Quarterback Switch, Touchdown for Tommy, and Halfback Attack.
Recommended Childrens Books
Another author and set of books I would recommend for Malachi is the Ronde Barber and Tiki Barber books. These books include Game Day and By My Brother’s Side.
Recommended Childrens Books
I would recommend Superdog: The Heart of a Hero and Black Belt Club Series for Malachi because they are in the “comic” style like Diary of a Wimpy Kid.
Recommended Childrens Books
Buehner, C. (2004) . Superdog: The heart of a hero. HarperCollins.
Barnes, D. (2007). Black belt club series. The Blue Sky Press.
Christopher, M. (1991, 1985, 1987). The great quarterback switch, Touchdown for tommy, and Tough to tackle. Little, Brown Books for Young Readers
Barber, T. and Barber R. (2004, 2005). By my brother’s side, and Game day. Simon & Schuster/Paula Wiseman Books
Resources used…
•Amazon.com•Yahoo! Images•Scholastic.com•Breaking the Code-J. Richard Gentry•Literacy for the 21st Century- Gail E. Tompkins•Blackboard power points•Florida Center for Reading Research- http://www.fcrr.org/
