mistirohdeportfolio.weebly.commistirohdeportfolio.weebly.com/uploads/7/7/6/9/... · Web viewMay and her younger sister are brought to school every day by their mother and picked

Misti RohdeEduc 559

Case Study

I. Present Levels of Educational Performance

Description of Setting

Parker school is a Title I school that is located in the southern portion of Wichita. It is primarily comprised of students that come from an economically disadvantaged home life as 95% of its students meet this criterion. The student population is fairly diverse with 46% Hispanic, 20% White, 18% Other, and 16% African American. May is a member of the African American population of Parker school. She has been receiving special education services since 2008 and has shown improvement in her academic work every year. May receives special education support in reading and math core. In Wichita intervention time is no longer considered a special education time so May no longer receives special education services during this time.

For the purpose of this case study I will evaluate her progress in a small group of interrelated and regular education students in which May receives specialized phonics instruction called SIPPS (Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words). This group meets daily for a sixty minute time period.

Student History and Background

May is a fifth grade student that qualifies for special education in math and reading as a learning disabled student . May and her younger sister are brought to school every day by their mother and picked up by their father. The girls are often late to school due to over sleeping. Since August May has been late 12 times. This has had an adverse effect on May’s education. She misses math core when she is late. Her parents are always available for conferences or other school events. May has been receiving special education services since 2008 and has attended Parker Elementary for fourth and fifth grades. May receives class support for both core reading and core math. On classroom tasks May struggles to stay motivated and willing to work on her own. She often turns in her work with very sloppy work because she does it just to get it done. . May sometimes has difficulty paying attention in class and can be distracted by her peers. She does like to listen to stories and read aloud, but often interrupts with comments that are unrelated to the story. When written material is difficult for her she will sit and not try the work. May has learned to use a pencil to underline text to help her keep her place.

May struggles behaviorally in school. Mostly she has difficulty listening during lessons, working with other children, attempting tasks prior to asking for help, and some

refusal to complete her work. Her father indicates that she has struggled with learning and has acted out which resulted in being sent out of class. He has also indicated that several of her past teachers have neglected to try to motivate and provide the appropriate behaviors for his daughter and this has been frustrating for him.

Given the 5th Grade AIMSweb Reading-Curriculum Based Measure of Oral Reading Fluency in August 2012, May scored 34 words read correctly (WRC) in one minute (target is 121). This is an decrease from 47 WRC in May 2012. May is currently being progress monitored using third grade reading passages. The progress monitoring began in early October so it is too soon to see the data trend, but May has made improvement over the last two weeks. The average growth for a fifth grade student is considered to be .6 words per week according to AIMSweb, so hopefully May is on track to see significant growth over the year. In class, May is becoming more and more confident in her reading and often raises her hand to read a selection when we are working in a differentiated group in the regular education classroom.

When given the Quick Phonics Screener, May is able to accurately and fluently read one-syllable short vowel CVC (consonant-vowel consonant) words. She struggles with CVCC words and consonant diagraph combinations being able to read these types of words only 50% of the time.

Her 5th grade AIMSweb Maze assessment of comprehension skills showed 3 correct with a target of 14 when she was asked to silent read a grade level passage for 3 minutes. Her reading scores fall well below average in the Reading Curriculum Based Measure (R-CBM) and well below average in the written comprehension (MAZE) on the AIMSweb assessments. She continues to need work on accuracy and automaticity of decoding skills. When May listens to a 5th grade story, she is able to answer questions relating to cause -effect, inferences, and identify the main idea with supporting details with 50% accuracy. She will take the Kansas State General Assessment with Accommodations for reading. The accommodations that May will be allowed include extra time, a read aloud accommodation, small group setting, and frequent breaks if needed.

May is challenging during a whole group setting frequently asking questions that do not pertain to the lesson. She exhibits the same behavior in small groups, but she is working on this problem. She is in a homogeneous group of students with lessons that fit her learning style and reading level (third grade) so she is fairly independent when working in class.

*May is not her real name.

Assessment

This assessment was chosen because during classroom instruction, whether it is small group or whole group, May is can be very antagonistic towards the instructor or fellow classmates. She is contrary to obtain attention and is often not willing to accept new information because she is seeking attention. Unfortunately, this attention seeking behavior is almost always seen in a negative light. I would like to help May develop strategies that she can use during instruction so that her behavior is more acceptable so that she and the classroom isn’t so distracted.

Behavior:The Behavior Assessment Scale for Children-2

The Behavior Assessment System for Children (BASC) is an integrated system designed to facilitate the differential diagnosis and classification of a variety of emotional and behavioral disorders of children and to aid in the design of treatment plans. Any score of clinically significant suggests a high level of maladjustment. Scores in the At-Risk range identify either a significant problem that may not be severe enough to require formal treatment or it shows the potential of developing a problem.

T-Scores are not to be compared directly to standard scores. T-Scores are considered to be in the “At-Risk” range from 60-69, and in the “Clinically Significant” range from 70 upward on all problem scales except Adaptive. With Adaptive scales, score significance is reversed. The “At-Risk” scores are between 31-40, whereas “Clinically Significant” scores range from 30 downward.

Parent Report

T-Score Percentile Classification

Externalizing Problems 87 99 Clinically Significant

Internalizing Problems 65 92 At Risk

Behavioral Symptoms Index

78 98 Clinically Significant

Adaptive Skills 31 4 At Risk

May’s mother completed the BASC-2, Parent Rating Scale with the help of the school special education teacher on October 5, 2012. She reported Externalizing Problems to be in the Clinically Significant range. She reports that May’s conduct problems and aggression are a significant concern. She reports that she almost always teases others and argues when denied her own way. She also reports that she loses her temper too easily and often bullies others. May’s mother reports that May often disobeys, steals, lies and deceives others. May’s Behavioral Symptoms is also in the Clinically Significant range according to her mother. She reports that she is always easily distracted and sometimes stares blankly. May sometimes acts confused and, according to her mother, almost always says things that make no sense.

May’s mother reports that her Internalizing Problems are a concern classified in the At Risk range. She worries for her self esteem and reports that she often seems lonely and her mood changes very quickly. Mrs. P reports that May is almost always negative about things but she has never made a statement that she wants to die or harm herself.

Adaptive Skills are also in the At Risk classification. She reports that May is not a leader or a self-starter but that she almost always shares toys and possessions with other children. May has struggled to follow regular routines in the past, but has made improvement this year.

Teacher Report

T-Score Percentile Classification

Externalizing Problems 79 98 Clinically Significant

Internalizing Problems 59 83

School Problems 56 74

Behavioral Symptoms Index

72 97 Clinically Significant

Adaptive Skills 37 11 At Risk

Two of May’s regular education teachers completed the Teacher Report Form of the BASC-2. One rater, however, had a validity scale in the ‘extreme caution’ range when interpreting her results, and they are not considered valid and fair. The second teacher’s scores are listed above. She reports two areas, Externalizing Problems and Behavioral Symptoms Index, to be in the Clinically Significant range of concern. She reports that

May sometimes threatens to hurt others and can sometimes be a bully. She often notices that May will argue when she is denied her way and often annoys others on purpose. Behavioral concerns include having a short attention span, becoming easily distracted and sometimes acting in a strange way. Her adaptive behavior is at risk because she see’s that May is often upset when the plans change and often has a difficult time being soothed when she is angry.

The BASC identified that May struggles with self-esteem issues and I believe that this stems from her lack of academic achievement. Her unwillingness to accept authority in her educational career has only enhanced her feelings of being left out or excluded in classrooms. She then is overbearing and is not able to control her actions as identified in the BASC testing. During the course of this case study May will focus on following verbal directions when given a task the first time she is asked four out of five times. The SIPPS lessons lend themselves naturally to this goal as they are quite structured with built-in routines.

II. Statement of Short Term Objectives to be addressed

By December 10, 2012, May will be able to identify and read single syllable words that contain consonant digraphs and CVCC words when given a teacher made assessment of 20 words with 90% accuracy.

By December 10, 2012, given the opportunity to follow instructional routines, May will follow verbal directions 4 out of 5 times in a given 60 minute lesson.

Common Core Standard to be Addressed

Reading Standards: Foundational Skills (K-5) RF.1.3. a

3. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

As of October 8, 2012 May is able to read a list of 20 consonant digraphs and CVCC words with 50% accuracy. The SIPPS program addresses this problem as well as the struggle that May has with vowel teams. Even though she will be working on several phonetic issues, for this case study May will only be assessed on her ability to read consonant digraph and CVCC words.

Behaviorally, May is struggling with routines and following directions in SIPPS frequently. After taking data for 3 days she is able to follow directions the first time only

20% out of the 60 minute period. May will be assessed on her ability to follow directions and routines of the program by observing and giving positive reinforcement of correct behaviors on a daily basis.

Planned Formal AssessmentsMay will be given a teacher made assessment containing 20 consonant digraphs

and CVCC words. These words will be different each time to measure May’s understanding of how the letter combinations operate in the words. These assessments will be given on:

October 23, 2012November 1, 2012November 7, 2012November 13, 2012

III. Specific Description of Lesson Plan

In order to meet May’s phonetic needs she began working in a small group using the SIPPS program in early October. As mentioned before, May struggles in many areas phonetically and still struggles with consonant digraphs. SIPPS is a very systematic phonics instructional approach that words on all components of reading. In order to meet this group’s needs they receive phonemic awareness practice, phonics (single consonant, short vowels, consonant digraphs, blends, inflections, final –e patterns, vowel teams, and r-controlled vowels), and sight words on a daily basis. While the focus of these lessons is to enhance May’s knowledge of phonetic properties, she will put her skills into practical use ending each lesson with a reading passage that focuses on the new skill and builds on the older skills. These lessons are very repetitive and methodical to give adequate practice to students who really need it. The lessons that follow are where May tested into the program. They are beginning to work with the final –e component, but continue to offer practice with the consonant digraphs component which May will be assessed on.

IV. Implementation of Instruction

October 15, 2012Lesson 1Subject/Lesson: Reading/ PhonicsGrade Level: 5th gradeMonday-Friday, 60 minutesUnit/Content: Phonics

Case Study Objective: By December 10, 2012, May will be able to identify and read single syllable words that contain consonant digraphs and CVCC words when given a teacher made assessment of 20 words with 90% accuracy.


Lesson Objectives: 1. Students will decode words aurally.2. Students will decode words visually.

Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Ants”

Background: 1. Phoneme Awareness

Segmentation: “Say ________.”” Sound __________.”

Words: rock, hug, map, sob, rop, tub, add, us, odd, if, egg, it

2. Phonics and Decodable Words: We have been practicing identifying vowels and consonants. Write vowels and consonants up on the board and point at each one with the students saying together what it is. If the student’s response is incorrect tell them the name, have them repeat the name twice, and set the card aside for a delayed review at the end of the activity.

3. Introduce: Nothing new to present.

4. Review (mixed order) “Sound.” “Again.”: Review the short vowel sounds using the vowel sound cards.

5. Read a Mixed List—(Pause, Point, Read): pick, fun, dot, red, fudge, ant, ants, rock, bit, nest, fox, just can back log, luck, bug, black, leg, legs

Correct students if they get a word wrong, lead them in blending the word and then putting the sounds together.

6. Sight Words: (Introduce in a sentence) Have the students read the word, spell, read.

Introduce: many, from, come, some

7. Review (mixed order) Sight words from lesson 1 to current. “Read. Spell. Read”

Lesson Assessment

8. Guided Spelling: Dictation of Decodable Words (1-4) “Say ______.” (Use the word in a sentence.) Say the word again.

9. Dictation of Sight Words: “Say ______.” (Use the word in a sentence.) Say the word again.

10.Dictation of a Sentence: Say the sentence once, slowly. Say again as needed.

11. Oral Reading—Have students read the first sentence silently, pause, have them read it out loud. Continue this way through the entire passage and then go back and have students read a portion one on one while the others practice their fluency.

Reflection: This was the very first day of SIPPS for the year. Several of the students have done this program before and were frustrated that they were having to back up and do it again. I explained that this was just a review before we got to more difficult material and that seemed to help some.




Lesson Objectives:

1. Students will decode words aurally.2. Students will decode words visually.

Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “In the Web.”



Words: ran, tick, pass, yell, yum, hot, got, cab, man, bud, pill, tug

2. Phonics and Decodable Words: Review all of the spellings taught in previous lessons back to lesson 1.

3. Introduce: No new spellings, review short vowel sounds again.

4. Review (mixed order) “Sound.” “Again.”: all short vowel spellings as well as a selection of spellings taught since Lesson 1.

5. Read a Mixed List—(Pause, Point, Read): fox, but, sad, vet, sob, web, top, bug, bugs, leg, rip, black, mom, hug, six, edge, fan, kiss, help, stuck, skin, silk


Introduce: most, put, for, or


Lesson Assessment





Reflection: I’m finding that the group is really struggling with the routines in the lessons. May is really challenging in her behavior and I’m thinking of putting her on a motivational clip board so that I can monitor with her how many times she is blurting out and being disrespectful to the group. I’ll keep trying with verbal reminders for now.





Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Six a.m. to Ten p.m.”



Words: thin, then, with, thus, bath, path, this, math, them, thick, bath, that

2. Phonics and Decodable Words: Continue to review consonants and vowels.

3. Introduce: Present a sample word in a sentence, have the students say the new sound, and discuss the wall card mnemonic. “Sound.” “Again.”

Sound is “th” that has two sounds. Voiced and unvoiced.

4. Review (mixed order) “Sound.” “Again.”: twenty to twenty five cards

5. Read a Mixed List—(Pause, Point, Read): them, thin, fuzz, rub, this, next, math, end, yet, than, path, cut, with, inn, that, tug, stock, drink, thank, stop, thinks, snacks


Introduce: say, way, day, out, our

7. Review (mixed order) twenty to twenty five words. “Read, spell, read” routine.

Lesson Assessment





Reflection: Reviewing the sound cards with some students in the group is proving to be challenging. Two of the students are not sure about some of the single letter sounds so we will work on that tomorrow.





Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Set Up a Fish Tank”



Words: shop, shed, mash, shut, shall, dish, hush, shot, dash, ship, shed, gush


3. Introduce: Present a sample word in a sentence, have the students say the new sound, and discuss the wall card mnemonic. “Sound. Again”

Sh is the new sound

4. Review (mixed order) “Sound.” “Again.”: twenty to twenty five cards

5. Read a Mixed List—(Pause, Point, Read): that, fun, thin, shop, quit, them, dish, it’s, cash, math, shell, zip, tank, pump, plug, swim, pink, sand, plant, bridge


Introduce: old, gold, would


Lesson Assessment





Reflection: May did slightly better today with reading the sound cards. I think reviewing them on a daily basis is what is going to help her become a more fluent reader when it comes to single words.





Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “A Wish”



Words: match, hitch, rich, chin, chick, chop, much, match, pitch, chin, check, catch



Ch (chin), _tch (catch)

Ch is a stop sound. Be careful not to add “uh”. Since /ch/ is easily confused with /sh/, be sure to say /ch/ in a quick, crisp manner. Note that _tch never appears at the beginning of a word. The spelling _tch never appears at the beginning of a word. The spelling _tch is usually used after a short vowel, although some common words, such as rich, much, which, and such, are exceptions.

4. Review (mixed order) “Sound.” “Again.”: twenty to twenty five cards including all short vowels, th, sh, ch, and _tch

5. Read a Mixed List—(Pause, Point, Read): patch, quiz, catch, chin, mathc, pitch, math, fetch, bath, rich, quit, wish, chill, rash, much, just, lunch, chips, bench, munch, chest, next


Introduce: her, other, brother


Lesson Assessment





Reflection: The ch and the –tch sounds have proved difficult when it comes to spelling the words. I have encouraged the group to refer to the sound cards on the wall when they are doing the guided spelling test, but May doesn’t like to be wrong ever. She will shut down and just not participate if she misses a word. I’m giving her some practice cards with these letter combinations on them to help her.




Lesson Objectives:


Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “The Fox and the Hen”



Words: badge, judge, lock, lack, when, which, ridge, rack, hitch, chick, wham, whack



Wh_

Show students the difference their bodies make between /wh_/ and /w/ . To help them spell words that have the /wh_/ sound emphasize the blowing sound that it makes.

4. Review (mixed order) “Sound.” “Again.”: twenty to twenty five cards including all short vowels, th, sh, ch, and _tch and wh

5. Read a Mixed List—(Pause, Point, Read): much, catch, thin, chick, dash, when lock, quick, edge, fox, badge, sick, which, plan, jumps, trick, drops, grabs, best, stuck, thinks, branch


Introduce: says, there, very, look


Lesson Assessment





Reflection: The group is doing much better with identifying the vowels and consonants on the board. They are also improving when being asked to quickly identify letter sounds and combinations of sounds as we go through the routines. May is slowly becoming more accomplished and comfortable with digraphs, but is hesitant to put her knowledge into practice. It will take some time.





Materials Needed: SIPPS text Visual cue cards for segmentation

Word Cards Mixed List Oral Reading Passage “Bird Bills”



Words: rang, ring, rung, sing, sung, sang, thing, thick, thin, thong, rung, rang



_ng This is not a continuous sound. It is not found at beginning of English words.

_ing—This is an inflectional ending. Examples are pat/patting, wag/ wagging, ask/ asking, land/landing

When we add _ing to words that have a short sound in the middle and one consonsant at the end, we double the final consonant. Words like aask and land don’t follow this doubling rule because there is more than one consonant after the vowel.

4. Review (mixed order) “Sound.” “Again.”: twenty to twenty five cards including all short vowels, th, sh, ch, and _tch, wh, _ng, _ing

5. Read a Mixed List—(Pause, Point, Read): ring, running, letting, edge, when, thick, fixing, sing, which, wing, whiff, long, inch, inches, grass, drop, fast, strong, finch, still


Introduce: see, walk, talk


Lesson Assessment



9. Dictation of a Sentence: Say the sentence once, slowly. Say again as needed.


Reflection: May is finding it difficult to transfer what she knows pertaining to letter sounds and sight words to her reading. She sees a word in the oral reading and guesses because of the initial sound of the word. She is then confused because none of what she is reading makes any sense. I have asked her to slow down and really focus on what the word says during practice time—she is worried about her reading speed. I told her that during practice time we are worried about accuracy, not really speed at this point. I gave the mastery test for the unit and all students passed. I also gave May her first assessment formal assessment and she scored 11 out of 20 or 55%. This is a 5% gain from her baseline score.





Materials Needed: SIPPS text

Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Birds that Can’t Fly, Part 1: The Penguin:



Words: slime, snake, flake, frame, smoke, stone, home, fuse, lake, these, bike, rake

2. Phonics and Decodable Words: The vowel sounds that we have been learning are called short vowels. These letters have other sounds that we call long-vowel sounds. Give examples for each letter as to how the other letters sound. Go through each of the vowels sounds with different words and have the students tell you what sound the word makes. Example: /a/ as in cake—long a, /e/ as in tree. . . .

3. Introduce: Present a sample word in a sentence, have the students say the new sound, and discuss the wall card mnemonic. a_e, e_e, i_e, o_e, u_e (2) as in mule and hoot.

Introduce the final-e pattern by writing contrastive pairs on the board: mad/made, pet/Pete, lick/ like, hop/hope, us/use. Read the words and ask students how they sound different. Ask how the second spelling is different from the first. Explain that an e at the end makes the first vowel say its name. It becomes the “bossy e”. Expain that on the sound cards that a consonant goes in the blank. Note that u_e has two sounds they sound like use and tune.

4. Review (mixed order) “Sound.” “Again.”: all final –e and short vowel spellings as well as a selection of spellings taught since Lesson 11.

5. Read a Mixed List—(Pause, Point, Read): quit, black, here, tune, time, cure, eve, more, hid, chase, rat, next, quite, use mopping, care, rude, dive, us, can’t, click, these, mad, rule, bone, glad, cure, same, dots, flute, rid, dump, mane, ride, cute

Correct students if they get a word wrong by asking if there is a final –e at the end of the word. Point to the first vowel and ask if it is long or short. “Sound.” “Read.”


Introduce: large, any, their, who


Lesson Assessment





Reflection: May was relentless today with her questioning of how words work and it seemed as though it was not for questions sake, but for attention getting. I will continue to work with May using the CHAMPS behavior plan that we have at our school and working on the routines of the program with her.


Case Study Objective: By December 10, 2012, May will be able to identify and read single syllable words that contain consonant digraphs and CVCC words when given a teacher made assessment of 20 words with 90% accuracy.By December 10, 2012, given the opportunity to follow instructional routines, May will follow verbal directions 4 out of 5 times in a given 60 minute lesson.


Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Birds that Can’t Fly, Part 2: The Ostrich



Words: same, chase, use, gave, pile, tide, froze, slope, spoke, grade, blame, drive

2. Phonics and Decodable Words: Remember that the vowel sounds that we have been learning are called short vowels. Review the pictures of the cat at the chair,edge of the chair, on the chair, under the chair, in the chair. The new sounds are called long-vowel sounds. Give examples for each letter as to how the other letters sound. Go through each of the vowels sounds with different words and have the students tell you what sound the word makes. Example: /a/ as in cake—long a, /e/ as in tree. . . .

I’ll say a word and you tell me whether the vowel is long or short: brave, red, mud, stone, sad, please, save, hot

3. Introduce: No new spellings

4. Review (mixed order) “Sound.” “Again.”: all final –e and short vowel spellings as well as a selection of spellings taught since Lesson 11.

5. Read a Mixed List—(Pause, Point, Read): eve, zone, rude, cubs, rise, mutt, note, June, safe, winning, cube, here, grass, cap, trade, mute, brushed, five, brushing, rid, scrape, score, tube, lime, tune, bite, cutting, lit, hole, ramp, glasses

Correct students if they get a word wrong by asking if there is a final –e at the end of the word. Point to the first vowel and ask if it is long or short. “Sound.” “Read.”


Introduce: find, kind, place, English


Lesson Assessment




11. Oral Reading— “Birds that Can’t Fly, Part 2: The Ostrich”Have students read the first sentence silently, pause, have them read it out loud. Continue this way through the entire passage and then go back and have students read a portion one on one while the others practice their fluency.

Reflection: This lesson went better. May was more agreeable and she seemed to be able to follow the routines easier. May understood the sound cards better when we practiced with those than she did yesterday. She is is beginning to understand that a single syllable word with a silent e on the end has a long vowel in the middle. Her reading fluency was improved today more because of focus than anything that she has learned that was new.




Lesson Objectives:


Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Birds That Can’t Fly: Part 3. Compare Penguins and

Ostriches”

Background: 1. Phoneme Awareness—the manipulation routine is introduced here.

Segmentation: “Say __shine_.” “Drop /sh/ . What’s left? “ine.”

Words: shine, shore, shame, shin, sharp, sheep

2. Phonics and Decodable Words: I will say a vowel sound. You tell me whether it is short or long. For example, I’ll say I as in hi and you say “long i”

Words: prize, pop, these, his, mute, hid, phone, hide

3. Introduce: _S (inflectional ending)Show the spelling card and have the students say the new sound. Remind the students that _s can have two different sounds: /s/ as in likes and /z/ as in names. Also remind them that when you read a “big” word that ends with es, if you see two consonants before the es, the first vowel is short. If you see one consonant before the es, the first vowel is long. The letter x is the exception.

4. Review (mixed order) “Sound.” “Again.”: all final –e and short vowel spellings as well as a selection of words that the group finds difficult.

5. Read a Mixed List—(Pause, Point, Read): nest, pure, sting, zipped, flock, wings, chases, wise, stuck, uses, pink, times, masses, same, bits, bites, shale, cones, plants, those, shores, scrapes

Correct students if they get a word wrong by asking them what the word is when the _s is covered. Identify the root word and then review the sound that _s makes. Now what is the word.


Introduce: work, country, move

7. Review (mixed order) 20-25 words. “Read. Spell. Read”

Lesson Assessment




11. Oral Reading— “Birds That Can’t Fly: Part 3. Compare Penguins and Ostriches”

Have students read the first sentence silently, pause, have them read it out loud. Continue this way through the entire passage and then go back and have students read a portion one on one while the others practice their fluency.

Reflection: This was the first day for segmenting words in this way. Having the kids drop sounds and saying what was left was a real struggle. They could see it when I wrote it on a white board, but hearing it aurally was a real issue. I think it is something that will just take some practice. As they left they were practicing it on their own. It really seemed to bug them. May really struggled with this concept a lot. We spent a lot of time reviewing the sound cards to help review what letters go together to make particular sounds. This seemed to help May and the others a lot to be able to drop off the initial cluster and sound the remainder of the word. May struggled with her behavior a great deal today because of her frustration level. I reassured her that we would continue to work on this skill—it isn’t a one- time situation.





Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “In the States, Part 1: by Pete”


Segmentation: “Say __dish _.” “Drop /sh/ . What’s left? “di.”

Words: dish, cash, wish, trash, fresh, crush

2. Phonics and Decodable Words: I will say a word. You tell me whether the vowel sound is short or long. For example, I’ll say I as in hi and you say “long i”

Words: so, hat, thumb, we, pit, tame, hi, set, hop, mule


4. Review (mixed order) “Sound.” “Again.”: 20 to 25 words including all final –e and short vowels

5. Read a Mixed List—(Pause, Point, Read): fine, jokes, fake, shares, prizes, fins, flat, rules, sitting, shame, glad, makes, dresses, life, sink, votes, rubbed, press, laps, store, shrinks, stripes

Correct students if they get a word wrong by reviewing how the vowel operates or the inflectional ending.


Introduce: father, school, been, friend


Lesson Assessment




11. Oral Reading— “In the States, Part 1: The USA, by Pete”


Reflection: The lesson led to a difficult discussion today. The story is about a young boy who came to America with his family and he talks about the problems he had acclimating to a new place. May told everyone that Mexican people had no business being here and they only take away good jobs. I explained to her that this was not appropriate and that we are accepting of all kinds of people in our school. The other kids were very offended and I ended up having to send May to a “Buddy Room” to diffuse the situation. She room was able to come back after a short period of time, but the room was still unsettled. It is hard to see that intolerance begins so early in life.

October 30, 2012 Lesson 12Subject/Lesson: Reading/ PhonicsGrade Level: 5th gradeMonday-Friday, 60 minutesUnit/Content: Phonics

Case Study Objective: By December 10, 2012, May will be able to identify and read single syllable words that contain consonant digraphs and CVCC words when given a teacher made assessment of 20 words with 90% accuracy



Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “In the States, Part 1: by Pete”


Because of difficulty with this lesson we will repeat the concept with the same words as per the SIPPS protocol.

Segmentation: “Say _dish__.” “Drop /sh/ . What’s left? “di.”

Words: dish, cash, wish, trash, fresh, crush

2. Phonics and Decodable Words: I will say a vowel sound. You tell me whether it is short or long. For example, I’ll say I as in hi and you say “long i”

Words: tame, hi, set, hop, mule, we, pit, so, hat, mule


4. Review (mixed order) “Sound.” “Again.”: 20 to 25 words including all final –e and short vowels

5. Read a Mixed List—(Pause, Point, Read): games, shape, hats, eve, scab, clip, popped, buzzes, hate, sizes, shade, safe, skip, betting, homes, pole, tunes, bugs, end, noses, skunks, waste



Review sight words: father, school, been, friend


Lesson Assessment




11. Oral Reading— “In the States, Part 1: The USA, by Pete”


Give Mastery Test to all students

Reflection: After reviewing this lesson again all of the kids passed their mastery test today that tested them over long and short vowels, -es ending, and some final –e words. The tests do not test everything that the kids have been working on, but it spirals around to give the kids enough time to practice before testing a skill. The mastery test is only given every 10 lessons. Today the segmentation was dropping the digraph at the end of a word. This proved to be a challenge for all students involved, but May was beginning to do better at the end practicing. I went through the words several times and added some for additional practice.

November 1, 2012Lesson 13Subject/Lesson: Reading/ PhonicsGrade Level: 5th gradeMonday-Friday, 60 minutesUnit/Content: Phonics




Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading:


Segmentation: “Say __spokes_.” “Sound ________”

Words: spokes, skins, grapes, drapes, clubs, plugs, flames, drops, clips, planes, drags, grasp

2. Phonics and Decodable Words: I will say a vowel sound. You tell me whether it is short or long.

Words: cute, sit, top, Pete, bat, time, met, home, us, gave

3. Introduce: _ingExplain the strategies of reading words with the inflectional ending _ing. If there are two consonants in front of the _ing then the preceding vowel is short. If there is only one vowel in front of the _ing then the vowel preceding is long. Try to think of what the root word is before adding the _ing on to the word.

4. Review (mixed order) “Sound.” “Again.”: short vowels, inflections (_ing, _s, _es, _ed), and final e

5. Read a Mixed List—(Pause, Point, Read): grab, cubes, hiring, hopping, next, hating, mate, hissing, jokes, using, buzzes, white, hoping, chimes, snakes, driving, can’t, frame, holes, skills, scared, staring



Introduce: carry, love, picture


Lesson Assessment




11. Oral Reading— “In the States, Part 2: by Ann


Reflection: May was not willing to work today. She had had some difficulty in her regular classroom in reading before coming to reading intervention. It seems as though she has a very difficult time calming down once she is upset, and the key is to get her to laugh about something or to give her some small responsibility to get her back on track. Today, she was unwilling to do anything. She did sit quietly (mostly) and listen to the lesson so I’m hoping that she learned something. She was willing to take her second formal assessment while the others were silent reading. I can tell that May has been practicing as she scored 13/20 on her formal assessment (65%).





Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “My Fine Kids”


Segmentation: “Say _____.” “Sound _________.”Words: slams, steps, brakes, plumes, trims, tests, stoves, trades, crust, slides, stones

2. Phonics and Decodable Words: I will say a vowel name and you tell me what sound it makes.

Vowel names: long a, long e, long I, long o, long u (both sounds), short a, short e, short i, short o, short u


4. Review (mixed order) “Sound.” “Again.”: short vowels, inflections (_ing, _s, _es, _ed), and final e

5. Read a Mixed List—(Pause, Point, Read): sliding, choke, wedding, takes, twins, trade, smiling, shapes, passes, use, using, skate, roses, biting, jumped, sizes, trading, clubs, running, shines, splint, paste



Introduce: wild, child, push


Lesson Assessment




11. Oral Reading— “My Fine Kids”


Reflection: May was back to normal today and that was exciting because she was really participating and learning! I love when she is working hard and improving! The kids are back to do very well with the sounding of the words. They have started using this technique during the spelling test with whisper phones. I have tried to get them to do this before today, but it has always been a struggle. Today it happened! Great lesson





Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Camping Trip”


Segmentation: “Say __frame_.” “Drop /f/ . What’s left? “rame.”

Words: frame, flag, flame, frog, Fred, flat

2. Phonics and Decodable Words: I will say a vowel name and you tell me what sound it makes.

Vowel names: long o, short I, long a, short u, long e, short a, long I, short e, short o, long u (2 sounds)

3. Introduce: _ed on final word spellings

Have students first figure out what the base word is that they are looking at. Explain the phonics strategy: if you see one consonant before the ed, the first vowel is long. If you see two consonants before the ed the vowel is short. Draw comparison to the –ing ending.

4. Review (mixed order) “Sound.” “Again.”: short vowels, inflections, final e

5. Read a Mixed List—(Pause, Point, Read): runs, liked, kit, flames, smiling, dozing, stones, waving, rented, hiked, lunch, hole, waved, tire, shaking, shapes, hoped, spoke, shined, robs, striking, traded



Introduce: build, built, earth


Lesson Assessment




11. Oral Reading— “Camping Trip”


Reflection: The lesson went well today. Everyone was really focused—they are really doing well reading all of the sight words and spelling them without looking. I know this is helping their fluency as they are all making gains of some sort. I just wish I could get them up to fifth grade by the end of the year.





Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Using Smell”


Segmentation: “Say __crest_.” “Drop /k/ . What’s left? “rest.”

Words: crest, crane, cups, crime, clap, close

2. Phonics and Decodable Words: I will say a vowel name, you tell me the sound that it makes.

Vowel names: long u (2 sounds), short a, long i, short e, short o



5. Read a Mixed List—(Pause, Point, Read): timed, fines, tuning, twine, saved, brakes, ride, driving, gave, flaming, fins, hoping, ticked, poked, web, grades, chasing, smoked, hopping, trading, slept, strikes



Introduce: head, bread, read (2 sounds)


Lesson Assessment




11. Oral Reading— “Using Smell”


Reflection: May’s behavior has been improving steadily and she is really understanding the routines that are involved in using SIPPS. She has been practicing her sound cards on her own and I can see that she is making improvement. I have also discovered that when she is reading she sees a word and guesses because she identifies the initial sound. Breaking this habit is proving to be difficult, but she is starting to take her time and really pay attention to what the words say.

November 7, 2012Lesson 17Subject/Lesson: Reading Grade Level: 5th gradeMonday-Friday, 60 minutesUnit/Content: Phonics




Materials Needed:

Word Cards Mixed List Oral Reading Passage “Hang Gliding”

Background: 1. Phoneme Awareness: Drop /f/: fluff, frank, frank, front, flex, frost, frizz

Drop /g/: crest, crane, cups, crime, clap, close2. Phonics and Decodable Words: Short and Long vowels “I’ll tell you the

name of a sound, and you tell me the sound. For example, I’ll say ‘long e’ and you’ll say /e/.”

3. sound review: short vowels, inflections, final e

4. Read a Mixed List—(Pause, Point, Read)Taking, ruled, miles, blaming, nose, waved, stops, flakes, dipped, gliding, spins, skating, hoped, froze, saving, landed, prunes, chased, lift, riding, squishing, hillside

5. Sight Words: (Introduce in a sentence)Introduce: don’t, won’t, world—say, spell, say, spell

6. Review (mixed order) Sight words “Read. Spell. Read”

Assessment




Give third formal assessment to May

Reflection: The group is really making improvements in their reading fluency. It is great to see them apply what they know and now that the routines are second nature they are moving through a lesson much quicker so they have more silent reading time. May took her third assessment today and did well. She scored 14 out of 20 words, or 70%. I’m very pleased that she continues to make improvements. The clipboard I have been using to monitor her behavior through the last few weeks has really helped to keep her focused for learning.





Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Earthquakes”


Segmentation: “Say _______.” “Sound”

Words: filed, waved, dared, cured, dozed, whined, spared, closed, smiled, glared, plumed, stared

2. Phonics and Decodable Words



5. Read a Mixed List—(Pause, Point, Read): waves, skipped, shaking, slide, quite, stick, quake, tired, pills, crust, skated, ripping, getting, pipes, class, plates, misses, rising, bend, scale, stilts, blazing



Introduce: blood, full, thought


Lesson Assessment




11. Oral Reading— “Earthquakes”


Reflection: I love that the kids fluency rates have improved to where we can have a conversation about what the story that we read. They had some really interesting insights about earthquakes! It is awesome that they were able to make connections to the small one we had a couple of years ago!





Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Leeches”


Segmentation: “Say __plan_.” “Drop /p/ . What’s left? “lan.”

Words: plan, plane, please, plug, plum, plate

2. Phonics and Decodable Words:

3. Introduce: ee and ea

Both represent continuous sounds and may occur at the beginning, middle, or end of a word. They are grouped with the e_e spelling sound wall card. Have students come up with words that they know that contain this spelling. Write them on their white boards.

4. Review (mixed order) “Sound.” “Again.”: short vowels, inflections, final e, ee, ea

5. Read a Mixed List—(Pause, Point, Read): quack, dare, near, deep, getting, side, teeth, shade, each, mean, leave, den, free, used, keep, cure, make, week, ear, bump, stream, bleeding



Introduce: ago, through, four


Lesson Assessment




11. Oral Reading— “Leeches”


Reflection: May continues to make improvements in her reading and her behavior. She still needs frequent reminders about accepted behavior, but is much less resistant when she is corrected. She does still struggle with her fluency, but it has improved. She is not guessing about words quite as frequently as she did when we first began SIPPS.




Lesson Objectives: 1. Students will decode words aurally.

2. Students will decode words visually.

Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Dreams on Wheels”



Words: flutes, spins, grabs, grunt, skips, claps, feeds, meets, teens, teams, weeks, seeds

Phonics and Decodable Words


3. Review (mixed order) “Sound.” “Again.”: short vowels, inflections, final e, ee, ea

4. Read a Mixed List—(Pause, Point, Read): brave, three, flames, dream, hill, cute, healed, slip, seat, hummed, wheel, drove, needed, men, feeding, cream, clean, sleep, fed, life, weekend, drive-ins



Introduce: again, lie, pie, tie


Lesson Assessment




10. Oral Reading— “Dreams on Wheels”


Reflection: The group is doing so well with their sight words that I have started having them use new ones in a sentence. This is something that the SIPPS program doesn’t ask them to do, but I feel that it is valuable practice.





Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “First Plane to Fly”


Segmentation: “Say _______.” “Drop /er/” “What’s left?”

Words: jumper, bigger, faster, better, batter, catcher


2. Introduce: er, ir, ur

These are all grouped together on a wall card. When spelling words with er, ir, and ur, encourage them to ask which spelling if they are not sure.

3. Review (mixed order) “Sound.” “Again.”: short vowels, inflections, final e, ee, ea, er, ir, ur

4. Read a Mixed List—(Pause, Point, Read): bid, please, bird, seat, turn, feet, third, track, jerk, thrilled, speed, nurse, first, tuning, herd, planes, serve, leash, fur, peep, further, Wilbur



Introduce: both, women, ready


Lesson Assessment




10. Oral Reading— “First Plane to Fly”






Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “The Big Games”



Words: drags, clips, claps, creams, cracks, stacks, turn, fern, shirt, burn, birch, dirt



3. Review (mixed order) “Sound.” “Again.”: short vowels, inflections, final e, ee, ea, er, ir, ur

4. Read a Mixed List—(Pause, Point, Read): speaking, first, wheat, burned, speeches, dirt, Greek, skating, ten speed, hurt, hurl, tires, dinner, summer, better, winner, winter, faster, longer, timeline, modern



Introduce: saw, beautiful, busy, war


Lesson Assessment




10. Oral Reading— “The Big Games”






Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Sunset With the Herd”


Segmentation: “Say _______.” “Drop __ar____” “What’s left?”Words: bar, car, star, jar, tar, far


2. Introduce: ar

3. Review (mixed order) “Sound.” “Again.”: short vowels, inflections, final e, ee, ea, er, ur, ir, ar

4. Read a Mixed List—(Pause, Point, Read): arm, crust, spark, cares, burp, stir, setting, hard, beans, nerve, cheeks, scarf, fire, herd, far, surfing, dirt, real, keep, dark, sunset, clothes



Introduce: young, climb, even


Lesson Assessment




10. Oral Reading— “Sunset With the Herd”






Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Jobs in Parks”


Segmentation: “Say _______.” “Sound______”Words: torn, thorn, horn, storm, port, porch, start, smart, parts, harps, harms, start


2. Introduce: or

3. Review (mixed order) “Sound.” “Again.”: short vowels, inflections, final e, ee, ea, er, ur, ir, ar, or

4. Read a Mixed List—(Pause, Point, Read): husk, farm, dinner, horse, games, stars, short, squeak, part, curled, sort, flock, shark, sports, shack, thirst, torn, sharing, dart, speeches, camper, rider



Introduce: sure, buy, great


Lesson Assessment




10. Oral Reading— “Sunset With the Herd”






Materials Needed: SIPPS text Visual cue cards for segmentation Word Cards Mixed List Oral Reading Passage “Firefighters”


Segmentation: “Say _______.” “Drop __k____” “What’s left?”Words: cram, clip, clam, crane, cream, clean


2. Introduce: ai, _ay

3. Review (mixed order) “Sound.” “Again.”: short vowels, inflections, final e, ee, ea, er, ur, ir, ar, ai, _ay

4. Read a Mixed List—(Pause, Point, Read): dirt, hard, aim, tired, stretch, forms, air, short, gray, adding, raise, far, clear, spare, fail, sheet, spray, forth, cleaning, aid, ladder, inside



Introduce: heard, early, only


Lesson Assessment




10. Oral Reading— “Firefighters”


Reflection: May took her last formal assessment today along with the mastery test for the SIPPS unit. May scored 18 out of 20 words, or 90%. I still feel as though consistency is a problem for May, but over the last 20 lessons May has improved greatly in both knowledge and confidence. I can see that her self esteem is improving gradually and we will continue to work on this throughout the rest of the year. I can predict that May’s reading fluency will continue to show growth as she becomes more confident with her phonetic skills.

V. Assessment of ProgressMay has proven to be a challenging student for this case study. She is a student

that struggles a great deal with her confidence in just being a fifth grade girl. All of her uncomfortable feelings transfer over into her learning and has been a serious detriment. She has been learning about acceptable behavior with her teachers and her peers and as she makes improvements within herself I see that she is also improving academically. When this case study began on October 15, May had a baseline score of 50%, or 10 out of 20 single syllable consonant digraph words. I chose to address this deficiency because these words occur frequently in every day reading opportunities. The first assessment on October 26 that May took was after 7 lessons that worked on many skills, but continual work on consonant digraphs was the meat of it, May showed a small amount of progress on this assessment getting 11out of 20 consonant digraph words, or 55 %. This was a 5% gain from her baseline score.

Over the course of the case study we continued to focus on consonant digraphs, long and short vowels, final –e concept, and three different inflectional endings. May had a few days where she was unwilling to work, but overall she stayed focused and willing to learn. The second assessment was given on November 1, this date was chosen because it coincided with a mastery test and I would already be one on one with May. This day was a great lesson for her. She knew that she was going to take her assessment as well as the mastery test for SIPPS and she had been practicing. She scored 13/20 on her formal assessment (65%), and passed her mastery assessment. At this point May was seeing success and so her behavior was beginning to improve.

The lessons continued to work on similar material through the next few lessons. May was given the third assessment on November 7. She did show growth this time reading correctly 14 out of 20 words, or 70%. This is a 20% gain over the last two assessments. I decided to give her some practice cards to take home so that she can have some additional practice opportunities. She says that she will practice on her own.

The final assessment was given on November 20. May had had the practice cards for about a week and she was working on them with me, her classroom teacher and at home. This time she got 18 out of 20 consonant diagraph words when she orally read them. This score just reaches the goal of 90%. Instruction will continue in the same direction that we have been working in. The next gap that has the largest deficiency on her Quick Phonics Screener is vowel teams so that will be the next goal that we set. I do still have to maintain fidelity to the SIPPS program, but extra practice will be added to assist May in the best possible way.

Behavior has proved to be May’s largest barrier to learning. She frequently refuses to follow directions without reminders and is often contrary towards her classmates. This is her method of seeking attention and so her goal for this case study was to be able to follow directions and the routines of the SIPPS program the first time instead of needing constant reminders. In exchange for courteous behavior she would then receive positive feedback from me. When the case study began on October 15 May was unable to follow directions without interrupting more than 2 out of 5 occasions (40%). The goal that was set for her was following directions and instructional routines 4 out of 5 times, or 80%. I began keeping a tally mark for every time she interrupted the routine or the direction. The first three weeks of the study were very difficult as May

chose to ignore redirections and refused to follow the school wide behavior plan. By the end of the three weeks there had been no improvement made and in fact she had declined slightly in her behavior. I decided that she needed more than just verbal appreciation for a job well done. I spoke to her and showed her the tally marks that I had been keeping on her behavior. We set a goal together and decided that if she had no more than 15 tally marks at the end of the week she would earn some origami. That would give her 3 opportunities per lesson to be able to interrupt or question the directions with no negative repercussions. At the end of the fourth week she was successful and earned her origami having only 12 tally marks on her observation sheet. So, we set another goal. At the end of the next week she would earn origami if she had fewer than 8 tally marks on her observation sheet. By November 16 she only had 7 tally marks and she earned her origami. The study ended on November 30 and she had not met her 90% goal, but I feel that we are on the right track. I will continue to utilize the tally chart and reinforce her behavior with something that is attractive to her. The more success she has the more apt she is to learn.

VI. Reflection of what occurred with the Instruction

After being exposed to intensive phonics instruction over 20 lessons it was important to see how the instruction had affected May’s overall reading ability. So, given the 5th Grade AIMSweb Reading-Curriculum Based Measure of Oral Reading Fluency in August 2012, May scored 34 words read correctly (WRC) in one minute (target is 121). When tested again on November 14, 2012 she scored 63 WRC on a fifth grade level. This was an improvement of 31 words over the course of 10 weeks. AIMSweb suggests that an appropriate growth rate for a fifth grade student is .6 words per week so May has made more than adequate progress. She will continue to be progress monitored using third grade reading passages. May continues to have phonetic gaps as identified on the Quick Phonics Screener and SIPPS teaches to those gaps so instruction will not be altered. The group that May is in will continue through the program and after they complete SIPPS Plus they will advance to SIPPS Challenge level which focuses on multisyllabic words. I believe that this is the correct program for May because of the academic gains that she has made. Our school district will continue to provide professional development opportunities for staff so that I will be able to provide explicit instruction to best help May.

After reading with May for several weeks and observing her improvements I was interested to know what her comprehension was like when reading silently and alone. So, given the 5th grade AIMSweb Maze assessment of comprehension skills in August she scored 3 correct with a target of 14 when she was asked to silent read a grade level passage for 3 minutes. When given a Maze probe on November 16, 2012 she scored 7. This proves that with her increased fluency rate she comprehends more of what she

reads. She will continue to improve her reading skills through the use of the SIPPS program. May’s reading scores still fall well below average in the Reading Curriculum Based Measure (R-CBM) and well below average in the written comprehension (MAZE) on the AIMSweb assessments.

Even though May continues to struggle with behavior I feel as though we have come to an understanding about what is acceptable and what is not. She does take correction much better and I believe that she will continue to improve both with me and with other teachers. She has been allowed to misbehave for so long that it is very hard for her to break old habits. I will continue to use the clipboard system to keep track of issues, but will soon turn it over to her and that way she is solely responsible for what she is doing. I’m hoping that her improved behavior will mean that she can become friends with some students because I don’t think she has many other than her sister who is in fourth grade. Next year, she will not have her sister at school so May might really struggle.

VII. Resources

SIPPS: Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words. Oakland, CA: Developmental Studies Center, 2004. Print.

Documents

mistirohdeportfolio.weebly.commistirohdeportfolio.weebly.com/uploads/7/7/6/9/... · Web viewMay and her younger sister are brought to school every day by their mother and picked