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Sessions Session 1: Friday March 9, 2012 Duration: 45 Minutes Goal: Meet with Molly and her family to find out background information and pre-Assess the student. Today was the first session with Molly. First I spoke to her parents to find out her background with reading, how well she could read, and if there was anything specific that they wanted me to work on with her. Next I met with Molly, we spoke about what she liked and disliked. We also spoke about how excited she was and some activities that she thought would be fun. After this I began my pre-assessments. I chose to administer the DIBELS assessment and to complete a running record. I chose the DIBELS assessment because it is a baseline kindergarten assessment and from the information that I had received from the parents, I did not know much about her reading abilities. For this assessment I administered the benchmark 2 assessments because of where we were during the school year. I also chose to administer a running record. I chose this assessment because I wanted to discover what reading level Molly was on and what strategies she was using while reading. All of these pre-assessments can be found in the assessment section of this case study.
Session 2: Saturday March 10, 2012 Duration: 45 minutes Goal: learn the difference between p and q, work on decoding skills through a guided reading Today was the second session with my student. To begin the session we worked on the difference between p and q. First I explained that the tail of the p goes on the left and the tail of the p goes on the right. Next, I wrote an example of each and had her tell me which letter it was. Following this, she wrote examples of these letters herself that can be seen below. The final step we took in identifying these letters was finding them in the story that we were going to read that day. After this, Molly was able to identify which letter was p and which one was q without any issue. Next we read through the book No, David! by David Shannon. Molly was familiar with this book because it had been read to her before but she had never read it herself. Before we began reading, we completed a picture walk together and went over the difficult vocabulary. After this we began reading. I noticed as she was reading that she was lacking proficiency in reading many sight words. I also noticed that she did not know what to do when she came to a word that she did not know. She would either skip over the word or look to me to tell her. To fix this I began to teach her how to sound words out. The first few times that we read the story it was quite choppy. However, the more we read it the more that she began to understand the skill and gain some confidence in her reading. By the end of the session, Molly was able to read the story all by herself. We went into the living room and she read it for her mom and little sister. She was very excited and was able to read through the whole story with only three mistakes in which I corrected with her and she continued on. I feel that today an immense amount was accomplished.
Session 3: Monday March 12, 2012 Duration: 30 Minutes Goal: continue to work on decoding skills through a guided reading, introduce using the picture for information, work on sight words. To start out this session I had Molly complete a familiar read. She read No, David! by David Shannon from our last session. Next I introduced the new text for the day, which wasMaria and Her Teacher by Elizabeth Strauss. Before we read we completed a picture walk together. Next we went over the difficult vocabulary and reviewed how to sound out words from the last session. After this I explained to Molly that if you come to a word that you do not know and are having difficulty sounding out then you can look at the picture for help. I told her that the pictures have a lot of information that can help us when reading. After explaining this we began to read the story. I notice that she did not struggle very much reading this story the first time. The places that she did stumble we worked on sounding out the words and looking at the picture for information. The second time that we read this story she read it with ease. Next we worked on our sight words. I used the Dolch words to make the cards that we used. To begin, we used the pre-primer words. I took each of the words on the list and put them on a card with Cinderella on it. There were also cards with a class slipper and a clock with its hands at midnight. To play the game all the cards were mixed together and each person took a turn picking a card. After a card was picked, the person read the word on it aloud. If it was correct then they were able to keep it. If it was not correct then I worked with Molly to sound it out and read it and the card was placed back in the pile. If a glass slipper card was drawn then that person was able to steal a card from the other player. If the midnight card was drawn then the game was ended and the person with the most cards won. Molly really seemed to enjoy this game and it was helping her with her sight words.
Session 4: Tuesday March 13, 2012 Duration: 45 Minutes Goal: Continue to work on decoding skills through a guided reading, work on sight words, and work on digraphs and consonant blends At the beginning of this session we followed our routine by completing a familiar read of Maria and Her Teacher by Elizabeth Strauss. Due to the fact that Molly seemed to breeze through the level B book I decided to use a book from level C for today’s session. Before we read we completed a picture walk and reviewed difficult vocabulary and the skills that we had learned to help decode difficult words. Next, we read through Birthday Party by Cheryl Ryan. After reading this story the first time, we stopped and worked on digraphs and consonant blends. I made flashcards that had these on the front and two words on the back. Together we went through the cards, reading the sounds and then the words on the back. After Molly mastered these we went outside to learn these a different way. I wrote all of the consonant blends and digraphs on a ball and we tossed it around outside. Wherever her right thumb landed is the sound that she needed to read. We played this game until she had mastered all of the sounds. When all of the sounds were mastered, we went back inside and reread Birthday Party. She read through the story with many less mistakes and pauses this time. We continued to complete a repeated reading of this story until she was fluent. After this we worked on sight words. Today I added in the primer words with the pre-primer words. I could tell that the activity we had done with digraphs and consonant blends was really helping her decoding and reading skills. After a few rounds of Cinderella sight words the session was ended.
Session 5: Wednesday March 14, 2012 Duration: 30 minutes Goal: Continue to work on decoding skills through a guided reading, work on sight words, and work on two vowels next to each other and words that end in e We began today’s session a little differently. First I introduced the new topics for the day. We started with words that have two vowels next to each other. I showed her the video from Between the Lions titled When Two Vowels Go Walking. We discussed after the video this rule for reading. Next I gave her a sheet of words that follow this rule and we worked together to read these words. After I was sure that she understood this I introduced the next rule, words that end in e. I began by showing her a video called Silent E. After the video we discussed this rule and then read the words from another sheet. We reviewed all of the words from the two rules and then completed a familiar read of Birthday Party by Cheryl Ryan. Next I introduced the new text, which was Lily the Cat by Katherine Page. I decided to challenge her even more so I gave her a level D story. As usual, we completed a picture walk, reviewed vocabulary, and our strategies. After this we completed a guided reading of this story. We worked on our strategies and rules to sound out unfamiliar words. We read this story an additional three times to become more fluent, taking breaks between each read. During these breaks we worked on her sight words with our Cinderella sight word game. At the end of this session, Molly had mastered the primer and pre-primer words and was fluent with the level D story.
Session 6: Thursday March 15, 2012 Duration: 30 Minutes Goal: Review all of the skills that have been introduced, work on sight words This was the last session that we had before the final assessment. I wanted to review all of the skills that were introduced to make sure that Molly learned them and understood them. We began with sounding out words and how we do this. Then we reviewed other ways to figure out words (look at the picture, context clues). After this we reviewed the digraphs, consonant blends, two vowels next to each other, and words that end in e. After all of the skills were reviewed we completed a familiar read of Lily the Cat by Katherine Page. In order to challenge Molly even more, since she was not struggling with this story, I next gave her a level E story to use for our guided reading. This story was The Contestby Pam Bull. Following our routine we completed a picture walk and reviewed the vocabulary. Molly struggled a little when we read through this story the first time. However, after our guided reading lesson and a few repeated readings she was able to read the story with only a few mistakes. After this we played a few rounds of our Cinderella sight word game. Today I included the first grade words. In the short time that we played this game she was able to master about half of the first grade sight words. This is a huge improvement from when I started working with her. She was so excited at the end of the session that we went into the living room and read the story that we had been working on for her mom and younger sister. She was so proud of herself and what she had accomplished.
Session 7: Saturday March 16, 2012 Duration: 45 Minutes Goal: administer post assessments Today’s session was a testing session. I began completing running records to determine Molly’s new instructional reading level. After this I completed a sight word exam by giving her words to read and checking them off the sheet if she read them correctly. I did not re administer the DIBELS assessment because she was well above the kindergarten benchmark. At the end of all of the post assessments I encouraged Molly to continue to read and excelling in school. I explained to her mom the results of her assessments and what we had done all week to help her improve. I gave her all of the materials that I had made for her to keep and use with Molly’s younger sister. Before I left I gave Molly a few books to read that were on her new reading level. |
