Michele Morelli

Due 4/30/14
Dr. Lengyel
Case Study

Over the course of this semester, I was fortunate enough to get to know one of the sweetest little girls I have
ever met; her excitement and genuine love for school and her teachers was a driving force for me to become a
better, more effective teacher. When I had first met my student, I knew I had a difficult semester ahead of me; not
only was my student new to Hancock Elementary, it was the first time she had ever attended ANY school. They
placed her in a first grade classroom, where she barely knew the alphabet, and was sadly falling far behind her
classmates. As she began to realize that she was behind, she became more and more discouraged, which made for
some very difficult and depressing tutoring sessions. In the middle of the semester, she was moved to a
kindergarten classroom, where I saw that her demeanor had changed; the once defiantly disinterested little girl
blossomed into a motivated, energetic learner. Together weve shared some rough experiences, but I am happy to
say that the good far outweighed the bad. Each time I saw the look on her face when she experienced success, it
pushed me to work harder for her.
Now that weve completed all of our sessions together, I have a clear understanding of the skills she needs to
improve on. Shes mastered the alphabet, letter sounds, and beginning sounds, however she still struggles greatly

with medial and ending sounds. She can identify many words using beginning sounds, but if there is more than one
word beginning with the same letter, she has trouble differentiating between them. She also experiences a great
deal of frustration with consonant blends; shes comfortable with the Sh sound, but unfortunately that is about as
far as it goes. Ive included all of the above mentioned skills in this case study, which I believe would benefit her
greatly to be implemented.
Ive also included kid writing and read alouds in my lessons; I believe it is important to connect reading with
writing to support the growth of both interrelated skills. She responded greatly to the read alouds Ive done this
semester, in particular those involving humorous poetry or technology. The online read alouds Ive found have been
excellent motivators, and my student always showed high levels of comprehension following these. She truly
seemed to enjoy writing about the stories and poems weve shared, so I felt it was necessary to foster that love. This
case study in its entirety focuses on decoding and encoding skills, as well as comprehension strategies; the lessons
are highly structured, fast paced, and are arranged systematically to build onto each other.

Effective Instruction Is:

Strategic- explains to students
What to do
Lesson Plan Template
How to do it
andby
why it is used
Reading Selection: Beastly Feasts! A Mischievous Menagerie in When
Rhyme
Explicit
Robert L. Forbes- Specific poem, The Log with Bumps
Shows students what to do
Helps them do it
Focal Strategy: Medial sounds, read aloud
Provides opportunity for independent practice

Introduction of the strategy:

To begin the lesson, Id like to start out with a read aloud of Beastly Feasts! A Mischievous Menagerie in Rhyme by
Robert L. Forbes; she loves the humorous poems Ive shared with her, so I believe this would be an excellent way to ease
into the lesson. Ive chosen the poem The Log with Bumps because it contains many of the 3-letter words we will be
working with later, such as lot, hid, him and how. Before we begin reading, I will show the comical picture of a
bunch of alligators eyeing up a little boy and his dog. I will ask her, What are the alligators looking at? Why do they look
so crazed? What do you think this poem is going to be about? Why do you think it is called, The Log with Bumps?
Following this short discussion, I will introduce a few new vocabulary words to her; each will be written on a flashcard in
large, bold letters. The new words are heartfelt, golfer and squirmy, which I will make sure to explain thoroughly
using many examples. After we are done the poem, I will ask my student, What made this poem so funny? Have you
ever seen an alligator? The author says alligators look like logs with bumps take a look at the picture what do you
think they look like?
Following the read aloud, I will tell my student that we will be working with middle sounds today. Using the poem The
Log with Bumps, I will draw her attention to a few of the 3-letter words. I will say, Take a look at this word (log), can you
help me sound it out? What letter is in the middle of this word? What kinds of sounds can that letter make? Assuming
that she will not identify both the long and short O, I will discuss with her that these letters, called vowels, have 2

different sounds. Following this discussion, we will be playing a medial sound game using Dixie cups and plastic cups.
Written on the small Dixie cups will be 3-letter words with the middle vowels left out. Under each word will be a small
picture of what the word is. Written on the plastic, transparent cups will be all of the vowels. The student will be asked to
look at the word and picture on each Dixie cup, identify what it is, then find the plastic cup which has the missing middle
vowel on it. After she finds it, she will place the plastic cup over the smaller Dixie cup; if it is done correctly, the letters on
both cups will line up to spell the given word.
Modeling the process:
During the read aloud, I will make sure to pause and think aloud; this will give her an idea of how a literate and fluent
reader thinks during reading/listening. In regards to the game, it sounds more complicated than it actually is; once the
materials are in front of you, it is much easier to put together. Regardless, I do believe I will need to model the process
for her more than once. I will choose 3 of the Dixie cups to use as an example, making sure to think aloud and explain
explicitly until she understands what my expectations are.

Guiding the process:

I will be guiding my student throughout the entire lesson. As we begin to discuss middle sounds, I will make sure to
provide the necessary amount of help while sounding out words. I will also make sure to give her multiple examples of
short and long vowels until she is comfortable with the fact that each letter has 2 sounds. During the game, I will use the
gradual release of responsibility until I feel as though she can play independently. We will discuss the picture, sound out
the word, then think together about what middle vowel is missing from it.
Independent practice:
For independent practice, I will have 3 Dixie cups that were excluded from the game for assessment purposes. She will
be asked to complete these on her own while I quietly assess her understanding. If there is additional time, she can
choose another poem from the book.

Effective Instruction Is:

Strategic- explains to students
What to do
Lesson Plan Template
How to do it
andby
why it is used
Reading Selection: Beastly Feasts! A Mischievous Menagerie in When
Rhyme
Explicit
Robert L. Forbes- Specific poem, The Debonair Fox
Shows students what to do
Helps them do it
Focal Strategy: Ending sounds, read aloud
Provides opportunity for independent practice

Introduction of the strategy:

For my second lesson, Id like to continue using Beastly Feasts! A Mischievous Menagerie in Rhyme by Robert L. Forbes
for my read aloud; she loves the humorous poems Ive shared with her, so I believe this would be an excellent way to
ease into the lesson. Ive chosen the poem The Debonair Fox because it contains a few of the words we will be working
with later, such as fox and dog. Before we begin reading, I will show the comical picture of a fox in a nice suit with a
top hat and cane. I will say to her, The title of this poem is The Debonair Foxtake a look at the fox in this picture;
what could debonair mean? What makes this fox different than the foxes youve heard about or seen? I will use this
opportunity to move directly into a short discussion on vocabulary.

I will pull out vocabulary flash cards that I would like to introduce to her prior to the reading, the first word will be
debonair. I will use the picture of the fox to explain the word. The other vocabulary words I would like to introduce will be
mocks, and wellies. I had no idea what wellies were, but upon looking them up Ive found that they are rain boots. I
will explain each word thoroughly using many examples. After weve discussed vocabulary and read the poem, I will ask
my student Can you remind me what made the fox debonair? What made this poem funny? Do animals usually act the
way the fox and dogs did in the poem?
Following the read aloud, I will tell my student that we will be working with ending sounds today. Using the poem The
Debonair Fox as an example, I will point out the word fox. I will ask her to identify the last letter of the word and what
sound it makes. I will choose multiple words from the poem and ask her to do the same thing. I will then turn her
attention to a large poster board. On the poster board will be 15 pictures, with the corresponding word beside each. Each
word will have a blank where the last letter should be. I will supply the student with letter-stickers, and she will be asked
to stick the correct letter at the end of each word.
Modeling the process:
During the read aloud, I will make sure to pause and think aloud; this will give her an idea of how a literate and fluent
reader thinks during reading/listening. In regards to the activity, I will model the first two words on the poster. I will make
sure to identify the picture first, sound out the word, and think aloud to determine what letter should be at the very end.
If she needs more reinforcement, I will gladly provide it.

Guiding the process:

I will be guiding my student throughout the entire lesson. As we begin to discuss ending sounds using the poem, I will
make sure to provide the necessary amount of help while sounding out words and determining which letter makes the
ending sound. I will also make sure to guide her through the vocabulary discussion; I will describe each aspect of the fox
that would define him as debonair (especially is she experiences difficulty in trying to explain the term). During the
game, I will use the gradual release of responsibility until I feel as though she can play independently. We will discuss the
picture, sound out the word, then think together about what ending sound and corresponding letter is missing from it.
Independent practice:
For independent practice, I will flip the poster board over. On the back will be 3 new problems in the same exact format

as those on the front. She will be asked to complete these on her own as I assess.

Effective Instruction Is:

Strategic- explains to students
What to do
Lesson Plan Template
How to do it
When and
why it is used
Reading Selection: If You Give a Mouse a Cookie by Laura NumeroffOnline
Explicit
Read-aloud version by Youtube user CompLabTeacher
Shows students what to do
Helps them do it
Focal Strategy: Consonant blends, read aloud
Provides opportunity for independent practice

Introduction of the strategy:

For my third lesson, Id like to switch gears with the read alouds and choose one online. I chose the online read aloud of
If You Give a Mouse a Cookie by Laura Numeroff because it was a teacher-made video with clearly visible text,

corresponding visuals, and a reader with a clear voice. I will begin by bringing up the video, and pausing it; I will then ask
her to take a look at the pictures on the screen and predict what the story will be about. Who do you think the
characters will be? What kinds of problems do you think will arise when you give a mouse a cookie?
Following the read aloud, Id like to pull out my consonant blend flash cards and bingo game from earlier on in the
semester; shes comfortable with the game and has gone over the flashcards plenty of times, so I figured this would be a
great way to reintroduce consonant blends. We will first go over each flashcard, making sure to identify each sound; I will
make sure to remind her that blending means that both of the letters come together to make ONE sound. I will also give
her an example word or two after each flashcard. We will then play a short round of consonant blend bingo.
After weve completed the short round of bingo, I will tell her that we are going to go on a consonant blend scavenger
hunt. In a basket or bucket will be many different items: a brown marker, a blue marker, a plastic tree, a dolls shoe, etc.
Each item will obviously represent a word that begins with a consonant blend. Using the flashcards from earlier, I will
hand her one and ask her to search in the basket for an item that begins with the given consonant blend. For instance, if I
give her the flashcard with a Ch on it, she will search until she finds the plastic cheese.
Modeling the process:
During the read aloud, I will make sure to pause the video and think aloud; this will give her an idea of how a literate and
fluent reader thinks during reading/listening. I do not believe I will have to model consonant blend bingo because she is
very familiar with it, but I will absolutely remind her of the rules before we play. In regards to the scavenger hunt, she will
most likely need me to model a few times. I will choose two or three flashcards and items to use as examples; if she
needs more reinforcement, I will gladly model a few more.

Guiding the process:

I will be guiding my student throughout the entire lesson. As we watch/listen to the online read aloud, I will pause it
multiple times to think aloud and pose some questions. As she plays consonant blend bingo, I will sound out each word,
making sure to stress each consonant blend (Shhh...Shhh...Sheep). When we get to the scavenger hunt, I will identify
each item as she pulls them from the basket, again stressing the consonant blend in the beginning of the word. I will do
this throughout the entirety of the game, or until I feel as though she no longer needs me to guide the process.

Independent practice:

For independent practice, I will choose three of the flashcards we used earlier. I will ask her to look around the room and
identify an item that begins with the given consonant blend (if I choose the gl flashcard, she could choose a glue stick,
glitter, etc.).

Effective Instruction Is:

Strategic- explains to students
What to do
Lesson Plan Template
How to do it
When and why it is used
Reading Selection: Bob the Dog by Rodrigo Folguiera
Explicit
Focal Strategy: Putting beginning, middle and ending sounds together,
Shows students what to do
Helps them do it
Read aloud
Provides opportunity for independent practice

Introduction of the strategy:

Over the course of this semester, Ive come to realize that my student is very comfortable with beginning sounds. Now
that weve gone over medial and ending sounds in this case study, as well as the beginning sounds she had trouble with
(consonant blends), I figured wed put them all together! To begin this lesson, Ive chosen to read aloud the story Bob
the Dog by Rodrigo Folguiera. I chose this book because it is funny, and the pictures are absolutely beautiful. Before we
begin, I will have my student take a look at the cover, as well as complete a short picture walk. We will discuss any
predictions or comments she has during this time. Following the quick discussion, I will pull out some vocabulary
flashcards. I will go over the words wailing, deafening and bellowed, making sure to give multiple examples of
each. I will then read the story aloud.
Following the read aloud, I will ask my student, What was the main problem in the story? How did Bob make it better?
Who was your favorite character? Why? I will then tell my student that I have a special activity for her to play. I will
remind her of the medial and ending sound activities from earlier in the case study, making sure to go over each concept
again (while providing multiple examples). I will then tell her, Now we are going to put everything youve learned
(beginning, middle and ending sounds) together!
I will direct my students attention to a game board Ive created using poster board; on it are pictures of mono-syllabic, 3letter words such as pig, log, bug and dog. Under each word are three blank spaces. I will provide my student
with letter tiles (such as Scrabble tiles) and ask her to use them to spell the words that correspond to the pictures.
Modeling the process:
During the read aloud, I will make sure to pause and think aloud; this will give her an idea of how a literate and fluent
reader thinks during reading/listening. As we go over medial and ending sounds from the previous lessons, I will make
sure to provide multiple examples of each (for instance, I will use a small whiteboard to display 3-letter words such as
pig. I will sound out the word, stressing each syllable. I will then identify which was the beginning, middle and ending
sound). In regards to the activity, I will model the first two pictures; I will identify what the picture is, sound the word out,
and think aloud as I choose my beginning, middle and ending letter tiles. If I feel she needs more modelling, I will do so.

Guiding the process:

I will be guiding my student throughout the entire lesson. During the picture walk, I will make sure she stops on each
page and studies the pictures. I will point out different images and ask her to comment on them. As she completes the
Scrabble tile activity, I will guide her by identifying each picture so there is no confusion as to what she is spelling. As
usual, I will sound out each word with her, stressing all three sounds (beginning, middle and ending).
Independent practice:
For independent practice, I will hand her the whiteboard and marker I was using earlier. I will then give her 2 or three
words to write down. If she would prefer to use the Scrabble tiles to spell the word, she may.

Effective Instruction Is:

Strategic- explains to students
What to do
Lesson Plan Template
How to do it
AWhen
and why it is used
Reading Selection: We Love the Dirt! by Tony Johnston (Level
book)
Explicit
Shows students what to do
Helps them do it
Provides opportunity for independent practice

Focal Strategy: Kid writing

Introduction of the strategy:

For my final lesson of this case study, Id like to see what she can do with all of the skills shes improved on. Ive chosen a
very simple, Level A book for my student to read titled, We Love the Dirt! by Tony Johnston. Before we begin, I will have
my student look at the cover, and complete a quick picture walk. I will ask her, What do you think this story is about? Do
you recognize anything in these pictures? Have you ever been to a farm? After this discussion, I will tell her that SHE is
going to read to ME today! Following the story, I will ask her some comprehension questions such as, Which animal
loved to roll in mud? What did the earthworm do with the dirt? I will then tell her that she is going to write a sentence of
her own today and draw a picture to go with it.
Using the book we just read, I will ask her, What types of things do you usually see at a farm? What kinds of animals live
there? I will help her formulate a complete sentence with the answer that she gives me. Then, on a large piece of paper
with kid-friendly lines at the bottom, I will ask her to write her sentence. I will first ask her, Where do we begin writing?
The right side of the paper, or the left side of the paper? Then, I will repeat the sentence a few times and ask her what
the first word is. We will sound it out together until she figures out what she wants to write. I will use my two fingers (the
space man) to remind her that she needs to put a space between each word. When we get to the end of the first line, I
will remind her that she needs to move down to the next line, and begin at the left again. We will continue this process
until we get to the end of the sentence, where I will ask, How should we end this sentence? What do we usually put at
the end of a sentence? After shes completed her sentence, I will do the underwriting with her. She will then be asked to
draw a picture above the sentence.

Modeling the process:

I do not believe I will have to model much in this lesson; I could model directionality before I ask her to begin reading,
though I believe that will not be necessary. I could also model how to write a sentence (where to begin, how to end it,
how to move to the next line), but I believe the guidance I will provide while shes doing it will be enough. One thing I do
believe I will have to model is how to create a complete sentence. I will give her a few examples, but most likely about a
different topic (I do not want her trying to use the sentences Ive created). If she has trouble creating her own, I will guide
her through the process until we come up with one.

Guiding the process:

I will be guiding my student throughout the entire lesson. I will make sure to point out a few images during the picture
walk for her to comment on. As she reads, I will be following along, ready to help her as needed. She will need the most
guidance during the kid writing exercise; I will repeat the sentence many times throughout the process, and stress each
sound of every word. Stressing the sounds while she is writing will help her isolate each letter and sound so she can write
the word down to the best of her ability.
Independent practice:
For independent practice, I will ask her to come up with another complete sentence, this time about what she likes to do
in the summer. I will have her write the sentence to the best of her ability on her own. If there is enough time, she can
draw a picture as well.