Sarah Wolfe

EDT 346
Case Study
Part A Introduction
Name: Henry School: Marshall Elementary School
Grade: Third Teacher: Mrs !ohnson
Gender: Male Num"er of Tutorin# Sessions: $% Sessions
Henry is a stru##lin# reader accordin# to his teacher& Mrs !ohnson '(T) Henry is a
third #rade student in Mrs !ohnson*s room at Marshall Elementary School in +,ford& +hio
Henry and his tutor met for t-el.e different tutorin# sessions "et-een !anuary and the "e#innin#
of /0ril 1as2et"all and foot"all are Henry*s fa.orite s0orts 3 -hich he li2es to 0lay as often as
0ossi"le 3 and ham sand-iches or Chinese food are his t-o fa.orite foods 'TS$) He li.es -ith
his mother& father& sister& and t-o do#s 'TS$) /fter com0letin# the student interest in.entory&
the tutor also learned that Henry*s fa.orite su"4ect in school is Science& -hile his least fa.orite
su"4ect is Math 'TS$) /t home he often reads -ith his ten5year5old sister& and he 0refers
cha0ter "oo2s as o00osed to 0icture "oo2s 'TS$)
PART B Reading Levels
66 Henry*s assessments ha.e "een .oice5recorded on the tutor*s 0hone to reference666
/ssessment Date Descri0tion78e.el
Student 9nterest
9n.entory
%7:7%;$4 (esults of the in.entory are sho-n on attachment / and are
descri"ed in <art /
/llo-ed the tutor to learn a"out Henry*s interests& ho""ies& home
life& thou#hts a"out school& etc
Graded Word
8ist '1ader)
%7:7%;$4 (ead the third and fourth #rade lists -ith no mista2es
Made four mista2es -ith the fifth #rade list
Graded
(eader*s
<assa#es
'1ader)
%7$=7%;$4 <assa#es 3E1 >8ee*s Scra0ed ?nee@ and 4E1 >E,0lorers in
S0ace@
9nde0endent 8e.el 3%
9nstructional 8e.el 3A54$
Brustration le.el 43
Stru##led -ith ans-erin# com0rehension Cuestions
/ttachment 1
(T (eal Teacher
TS$ Tutorin# Session $
TS% Tutorin# Session %
TS3 Tutorin# Session 3
TS4 Tutorin# Session 4
TS: Tutorin# Session :
TS6 Tutorin# Session 6
Graded
(eader*s
<assa#es
'1ader)
47%7%;$4 3E/ >Ne- <eo0le@ and 4E/ >Dra-in# <ictures@
9nde0endent 8e.el 3%
9nstructional 8e.el 3A54$
Brustration le.el 43
See /ttachment B
S0ellin#
9n.entory
'Words Their
Way)
%7%67%;$4 Elementary S0ellin# 9n.entory
Total 0oints: :67AD
Beature 0oints: 4376%
Words s0elled correctly: $37%:
<erfect scores on consonants& short .o-els& di#ra0hs& and "lends
Scored Eero 0oints in the 1ases or (oots section
Sylla"le !unctures: %7:
Fnaccented Binal Sylla"les: $7:
9nflected Endin#s: 37:
Early Sylla"les and /ffi,es sta#e
See attachment C
CloEe
<rocedure
37:7%;$4 1e#an the CloEe <rocedure "ut did not ha.e time to com0lete it&
"ecause the class .isited the "oo2mo"ile so tutorin# time -as cut
e,tremely short
(unnin#
(ecords
47=7%;$4 /.era#e of $;4 correct -ords 0er minute
/ccuracy: =D$%G
See attachment G
PART C Reading Strengths and Challenges
/reas of 8iteracy Stren#ths Challen#es
Com0rehension Can ans-er Cuestions -hen 0rom0ted a"out
s0ecific information or e.ents from the "oo2
'TS%& TS:& TS6)
+ne of the Cuestions in the lesson 0lan
-as: how did the story end? Henry
res0onded -ith: the Bats won the game
in the park and Jazzs dad bought the
whole team t-shirts 'TS%)
Ma2es freCuent 0redictions and connections to
his o-n life 'TS%& TS3& TS:& TS6)
E,am0le: When creatin# his first Henn
dia#ram& Henry used information from
his o-n life to fill in the information
a"out "as2et"all and foot"all >See
attachment D@
When as2ed to 0ro.ide a #eneral
descri0tion of -hat -as read&
Henry has a lot of difficulty
recallin# 'TS%& TS:& TS6)
Henry stru##led to 0ic2 out the
im0ortant details from a story&
and he focused more on only
sharin# the minor details he
found interestin# 'TS%)
E,am0le: I9 really li2e
-afflesJ 3 the main
character in the "oo2 -as
eatin# -affles& "ut this
e.ent held no
si#nificance to the 0lot
E,am0le: Durin# the interacti.e read
aloud& Henry made se.eral comments
a"out ho- much he li2ed -affles 3 the
main characters in the "oo2 o-ned a
-affle sho0 'TS:)
/"le to recount seCuence of e.ents in a story
'TS%& TS:)
This is e.ident in Henry*s res0onses
from com0letin# the Graded (eader*s
<assa#es from 1ader >See attachments 1
and B@
/"le to com0are and contrast elements from t-o
stories or e,0ository te,t 'TS4& TS:)
E,am0le: See attachment E
'TS%)
Stru##les -ith understandin#
character de.elo0ment 'TS%)
E,am0le: Bor the o0en5
mind 0ortrait& Henry -as
"etter at 0ortrayin# the
character*s 0hysical
a00earance as o00osed to
-hat he -as thin2in#
throu#hout the story
'TS3)
Bluency /"le to sound out un2no-n -ords 'TS%& TS:)
E,am0le: sounded out and 0ronounced
lon# -ords in the Dr Seuss "oo2& such
as& diffendoofer or Flobbertown 'TS:)
9f Henry reads a -ord out loud and hears that it
does not sound ri#ht& he -ill freCuently self5
correct himself
E,am0le: Said occasally instead of
occasionally -hen readin# the #raded
reader*s 0assa#e Dra-in# <ictures& then
corrected himself >See attachment B%@
E.en thou#h Henry is s2illed at
soundin# out unfamiliar -ords&
he does not al-ays understand
e,actly -hat the .oca"ulary
means 'TS%& TS3& TS4)
E,am0le: Did not
understand the term
predator from the
conte,t of a 0assa#e
-hen the tutor as2ed him
-hat a predator is 'TS4)
(eadin# of te,t at hi#her le.els is
cho00y
E,am0le: -hen he read
the e,0ository te,ts
durin# the Henn dia#ram
acti.ity& he freCuently
0aused "et-een -ords
-ith constant hesitations
'TS4)
Does not read -ith e,0ression
E,am0le: reads in a
monotone .oice 'TS%&
TS3& TS4& TS:& TS6)
Word Study ?no-s the sounds letters ma2e and can sound
out unfamiliar .oca"ulary -ith correct
0ronunciation 'TS%& TS3& TS4& TS:& TS6)
E,am0le: Sounded out the -ords
bagpipe and shudders from the "oo2
Hooray for Diffendoor Day 'TS6)
Fnderstands ho- to form s0ecific "lends
Stru##les -ith identifyin# and
-ritin# unaccented final sylla"les
in -ords 'TS3)
E,am0le: Not a"le to
-rite le in bottleK or in
favorK ar in cellar >See
attachment C
E,am0le: fl& tr& pl& etc >See attachment
C@
Fses correct "e#innin# sounds
E,am0le: Fsed the correct consonants at
the "e#innin# of most -ords on the
elementary s0ellin# in.entory bed&
place& train >See attachment C@
Not a"le to form certain "ases
and roots -hen s0ellin# -ords
E,am0le: -rote the -ord
pleasure as plesuure >See
attachment C@
Stru##les more -ith -ritin#
-ords stron#er reader than
-riter
E.ident -hen com0arin#
his s2ills -ith all readin#
.s -ritin# acti.ities
'TS%& TS3& TS4& TS:&
TS6)
PART D Reading Intervention Goals
Com0rehension:
9n re#ards to com0rehension& the main #oal -as for Henry to "ecome more adeCuate at
remem"erin# 2ey details -ithout s0ecific 0rom0tin# from the teacher 'Graded (eader*s
<assa#es& TS%) He often had hi#her success rates durin# the #uided 0ractice 0ortion of the
lesson 0rocedure than he did -ith the inde0endent 0ractice 'TS%& TS3& TS4& TS:& TS6) 9t is
essential for students to "e effecti.e retellers& "ecause retellin# is a direct indicator of ho- -ell a
student understood a te,t or conce0t& as -ell as ho- -ell a student can ans-er Cuestions
'9nter.ention Strate#ies& <a#e $D$) Henry*s com0rehension s2ills -ere "est assessed throu#h
the #raded reader*s 0assa#es in 1ader 'TS%& TS:) The 0assa#es -ere administered t-ice& and
the results 0ro.ided the tutor -ith a clear 0icture of s0ecific areas Henry needs to -or2 on
related to com0rehensionK s0ecifically Henry*s a"ility to retell and ma2e inferences 'TS%)
Henry did im0ro.e at ho- -ell he ans-ered the Cuestions and retold e.ents the second time the
0assa#es -ere read& ho-e.er& this could "e due to the su"4ect matter of the selected 0assa#es
'TS:)
Bluency:
9n order to assess Henry*s fluency& the tutor com0leted a runnin# records assessment -ith him
Henry*s rate a.era#ed out to "e a"out $;4 -ords 0er minute 'TS6) Someone is considered a
fluent reader -hen he or she Iis a"le to reco#niEe -ords automaticallyJ as -ell as I0rocess
meanin# at an acce0ta"le rateJ '9nter.ention Strate#ies& <a#e $;3) The tutor*s #oal for Henry in
re#ards to fluency -as to -or2 on deri.in# meanin# from un2no-n -ords in a te,t /lthou#h
many strate#ies -ere not directly focused on fluency throu#hout the tutor*s time -ith Henry& the
tutor incor0orated 0ractice -ith these s2ills into e.ery lesson Whene.er she came across a
difficult .oca"ulary term& or -hen Henry came across one -hile readin#& the tutor made sure to
em0hasiEe ho- she used the conte,t or loo2ed u0 the meanin# of the un2no-n -ord
Word Study:
The main #oal -hen doin# -ord study -as for Henry to "ecome more confident in his a"ility to
s0ell -ords correctly Durin# -ritin# acti.ities& Henry often hesitated -hen formin# -ords To
determine Henry*s initial le.el in re#ards to s0ellin#& the elementary s0ellin# in.entory -as
conducted 'TS3) See 0art 1 for "rea2do-n of in.entory results 1y "ecomin# a more confident
s0eller& Henry -ill #ro- into a stron#er -riter& and he -ill also #ain more s2ills at decodin#
un2no-n -ords -hile readin#
PART E Reading Intervention Strategies: Suar! o" Instruction
Strate#y and Source 9nstructional Bocus Descri0tion
Story (etellin# ':; 8it
<# $345$36)
Com0rehension Student read the "oo2& Gym Shorts 1as2et"all
1ats "y 1etty Hic2s& -hich is a 34 le.el "oo2
accordin# to Scholastic
/ns-ered a s0ecific selection of Cuestions
throu#hout the "oo2 to hel0 0rom0t the
retellin# of the story
/fter finishin# the "oo2& a discussion a"out
2ey details and the 0lot -as conducted
Met Henry*s needs "y 0ro.idin# s0ecific
0rom0ts7Cuestions to hel0 #uide his thou#ht
0rocess
+0en5Mind <ortraits ':;
8it <# DD5D=)
Com0rehension Com0leted an o0en5mind 0ortrait a"out the
main character in the "oo2 Gym Shorts
1as2et"all 1ats "y 1etty Hic2s
Fsed a "oo2 he had already read to further
-or2 on com0rehension of s0ecific characters
Met Henry*s needs "ecause he could dra-
ima#es and use smaller -ords to hel0 descri"e
a lar#er idea
Henn Dia#rams ':; 8it
<# $445$4D)
Com0rehension 1e#an the lesson "y com0letin# a Henn
dia#ram a"out "as2et"all and foot"all&
Henry*s t-o fa.orite s0orts learned ho- to
use a Henn dia#ram "efore introducin# ne-
to0ics >See attachment D)
(ead the "oo2 1atsL Stran#e and Wonderful&
"y 8aurence <rin#le& le.el 3= and Bro#s& "y
Gail Gi""ons& le.el 36
Com0ared and contrasted the t-o animals in a
Henn dia#ram >See attachment E@
Wrote a certain amount of facts in each
section of the Henn dia#ram
Since e,0ository te,ts are usually more
difficult than narrati.es& the Henn dia#ram
allo-ed Henry to or#aniEe the information he
learned from the t-o "oo2s in a clear manner
?5W58 Chart ':; 8it
<# 6;563)
Word Study (ead the "oo2 Mammals& -hich is a le.el 3=
accordin# to Scholastic
Since the te,t is e,0ository and at Henry*s
instructional le.el& he stru##led -ith a lot of
the .oca"ulary
Bocused on un2no-n .oca"ulary -ords
Fsed the .isuals in the "oo2 and conte,t to try
and determine meanin# for un2no-n
terminolo#y
Ma2in# Words ':; 8it
<# D$5D3)
Word Study Birst time com0letin# ma2in# -ords:
(ead the "oo2 Hooray for Diffendoor Day& "y
Dr Seuss& 8e.el 3=
Bocused on sylla"le 0atterns and s0ellin#
0atterns -ith Dr Seuss*s made5u0 -ords
Determined the difference "et-een -ords that
are real and -ords that are fa2e
Was 0ro.ided a set of letter cards that
com0ose a lon#er -ord from the "oo2 and
created -ords -ith the letters
Second time com0letin# ma2in# -ords:
(ead the "oo2 <irates of the SeaL 1y 1randon
Doorman& le.el 34
Henry read the "oo2 out loud to the tutor
9nteracti.e (ead /loud
':; 8it <# :35::)
Bluency (ead The Three 8ittle <i#s retold and
illustrated "y 1arry Moser& le.el %= and The
Three 8ittle <i#s retold and illustrated "y
Ste.en ?ello##& 8e.el 4:
Henry read the "oo2 le.eled %= and the tutor
read the "oo2 le.eled at 4:
The lesson had a focus on "oth
com0rehension and fluency
Henry 0racticed his fluency -hen he read the
first "oo2
Made 0redictions and com0arisons a"out the
elements of 0lot in the t-o te,ts "oth
"oo2s had the same characters and same
#eneral seCuence of e.ents& "ut the s0ecific
4ourneys the characters -ent on -ere different
PART # Reading Intervention $utcoes
/rea of 8iteracy Challen#es or Stren#ths
Com0rehension Challen#e: Henry stru##led to 0ic2 out the
im0ortant details from a story& and he focused more
on only sharin# the minor details he found
interestin#
o E,am0le: Henry stated& I9 really
li2e -afflesJ 3 the main character
in the "oo2 -as eatin# -affles& "ut
this e.ent held no si#nificance to
the 0lot 'TS%)
% Stren#th: Ma2es freCuent 0redictions and
connections to his o-n life 'TS%& TS3& TS:& TS6)
o E,am0le: When creatin# his first
Henn dia#ram& Henry used
information from his o-n life to
fill in the information a"out
"as2et"all and foot"all >See
attachment D@
3 Stren#th: /"le to com0are and contrast elements
from t-o stories or e,0ository te,ts 'TS4& TS:)
o See attachment E
Bluency $ Challen#e: Does not read -ith e,0ression
o E,am0le: reads in a monotone
.oice 'TS%& TS3& TS4& TS:& TS6)
% Challen#e: (eadin# of te,t at hi#her le.els is
cho00y
o E,am0le: -hen he read the
e,0ository te,ts durin# the Henn
dia#ram acti.ity& he freCuently
0aused "et-een -ords -ith
constant hesitations 'TS4)
3 Stren#th: 9f Henry reads a -ord out loud and
hears that it does not sound ri#ht& he -ill freCuently
self5correct himself
o E,am0le: Said occasally instead of
occasionally -hen readin# the
#raded reader*s 0assa#e Dra-in#
<ictures& then corrected himself
>See attachment B%@
Word Study $ Challen#e: Not a"le to form certain "ases and
roots -hen s0ellin# -ords
o E,am0le: -rote the -ord pleasure
as plesuure >See attachment C@
% Challen#e: Stru##les -ith identifyin# and
-ritin# unaccented final sylla"les in -ords 'TS3)
o E,am0le: Not a"le to -rite le in
bottleK or in favorK ar in cellar >See
attachment C@
3 Stren#th: Fses correct "e#innin# sounds
o E,am0le: Fsed the correct
consonants at the "e#innin# of
most -ords on the elementary
s0ellin# in.entory bed& place&
train >See attachment C@
Technolo#y 8esson <lan +utcomes:
Bor the technolo#y com0onent of the final lesson 0lan& the tutor incor0orated a .ideo cli0 that
directly connected to the "oo2 "ein# read 'TS6) The selected "oo2 -as The Ma#ic School 1us
8ost in the Solar System "y !oanna Cole Durin# the o0enin# of the lesson& the tutor sho-ed
Henry a"out fi.e minutes of the animated TH .ersion of the "oo2 in order to acti.ate his 0rior
2no-led#e 'TS6) This en#a#ed Henry in the lesson and made him more acti.ely in.ol.ed -hile
readin# the actual "oo2 'TS6)
PART G Recoendations "or #urther Instruction
Com0rehension:
Com0letin# a dou"le5entry 4ournal -ould "e a #reat lesson strate#y to im0lement -ith Henry in
the future Bor this strate#y& students read a te,t and select s0ecific Cuotes that are si#nificant to
the "oo2 IThe Cuotes that students select sho- -hat they thin2 is im0ortant a"out the te,t& and
the ty0es of res0onses they ma2e in the ri#ht column re.eal their understandin# of -hat they*.e
readJ ':; 8iteracy Strate#ies& 0a#e 34) Since Henry often stru##led -ith this as0ect of
com0rehension& a lesson focused around inde0endently sho-in# his understandin# of the te,t
-ould allo- Henry to 0ractice the s2ill in addition to learnin# more techniCues to hel0 him in the
future
Bluency:
Since lac2 of e,0ression -hile readin# is e.ident -hen listenin# to Henry& the tutor recommends
incor0oratin# echo readin# in Henry*s future instruction 9n the te,t"oo2& & echo readin# is
descri"ed as Ia form of assisted readin# in -hich the teacher models fluent oral readin# of .ery
short se#mentsJ '9nter.ention Strate#ies& <a#e $$$) 1y listenin# to a tutor or teacher model
ho- to read e,0ressi.ely from a te,t& Henry -ill hear an e,am0le of -hat he should do& and ha.e
the o00ortunity to 0ractice -ith constructi.e feed"ac2
Word Study:
Since Henry sho-ed e,ce0tionally lo-er scores in the 1ases or (oots& Harder suffi,es& and
Fnaccented Binal Sylla"les cate#ories on the elementary s0ellin# in.entory& an acti.ity or lesson
that focuses on these areas -ould "enefit Henry 9n IWords Their WayJ& there is an acti.ity
called Prefi !pin The initial instructions of the #ame focus on 0refi,es& ho-e.er& a .ariation of
the #ame is descri"ed in -hich the focus is on suffi,es 'Words Their Way& <a#e %6A5%6=) /
#ame "oard& s0inner& and s0ecific cards need to "e created The s0inner -ill contain suffi,es&
-hile the cards -ill ha.e "ase -ords and roots -ritten on them Birst& a "ase -ord is 0ic2ed
from the to0 of the card stac2& and then the suffi, s0inner is s0un The 0layer must determine
-hether or not he can create a real -ord -ith the suffi, and "ase -ord 9f it is not 0ossi"le& then
the ne,t 0layer s0ins the -heel E.ery "ase or root card must "e used& so the 0layers ta2e turns
until an a00ro0riate suffi, is s0un 'Words Their Way %6A 3 %6=) 9n order to mo.e u0 in the
sylla"les and affi,es sta#e and onto the deri.ational relations s0ellin# sta#e of -ord study& Henry
needs to master his a"ilities and understandin# a"out the areas this acti.ity em0hasiEes
S0ecifically& the acti.ity meets Henry*s needs in that he must 0ractice his a"ility to understand
ho- "ase -ords and suffi,es com"ine to form -ords 9nstead of soundin# out a -ord letter "y
letter& the different 0arts of the -ord are already "ro2en do-n for Henry to see and 0ut to#ether
Wor2s Cited
1ader& 8 /& M <earce& D 8 '%;;=) Bader reading and language inventory 'Dth ed) 1oston:
<earson Education 9nc
1ear& D ( '%;$%) "ords their way# word study for phonics$ vocabulary$ and spelling
instruction ':th ed) F00er Saddle (i.er& N!: Merrill
Cald-ell& !& M 8eslie& 8 '%;$3) %ntervention strategies to follow informal reading inventory
assessment# so what do % do now? '%;$3 ed) 1oston: <earson7/llyn and 1acon