Lily White Female 10yrs. 9months Case Study
Case study #1
Lily, White female, 10yrs. 9months., public-school educated in Traverse City, Michigan, will be entering 6th grade in the fall, is young for her grade and is slightly less mature than her peers
Assessed reading vocabulary using the CORE Vocabulary Screening - 6th grade Form 6A. The CORE screener measures how well students know the meaning of grade-level words they read on their own. Students read a word in a box and choose one of three words which mean about the same as the word in the box. The words are chosen because they typically appear in both narrative and expository texts in a given grade. The 6th grade screener has 30 vocabulary words. A student would fall in the intensive level with a score of 49% or less, the strategic …show more content…
This score places Lily’s reading vocabulary within the benchmark level (above 75%). Words incorrect: regulate, resign, absurd, attire, peddle
While Lily’s score appears to be solid, I do have several concerns. In assessing her reading fluency, using the DIBELS ORF (results discussed later), it was noticed that her fluency is below what is expected for a beginning 6th grader. Her retell fluency was solid. Therefore, I feel that if Lily’s reading vocabulary and word knowledge at a 6th grade level were stronger, it would have positive effects on her reading, particularly her reading …show more content…
The procedure involves working together in small groups. For this teaching/learning sequence, I have modified it for an individual student instead of a group:
1. Student chooses words to study for the week from their personal reading (4-5 words)
Lily will keep a pad of sticky notes with her as she read her independent reading book. When she comes upon a word/words she doesn’t know, she is to write the word on a sticky note, and place the sticky note on the page where the word was found.
2. Student explains where words were encountered and why they were chosen
Lily will choose 4 -5 words that she identified as words she doesn’t know from her reading. She will meet with me and we will discuss the words in context of the book and why she chose them.
3. Student identifies what they think the words mean and teacher/student work to refine
Lily, White female, 10yrs. 9months., public-school educated in Traverse City, Michigan, will be entering 6th grade in the fall, is young for her grade and is slightly less mature than her peers
Assessed reading vocabulary using the CORE Vocabulary Screening - 6th grade Form 6A. The CORE screener measures how well students know the meaning of grade-level words they read on their own. Students read a word in a box and choose one of three words which mean about the same as the word in the box. The words are chosen because they typically appear in both narrative and expository texts in a given grade. The 6th grade screener has 30 vocabulary words. A student would fall in the intensive level with a score of 49% or less, the strategic …show more content…
This score places Lily’s reading vocabulary within the benchmark level (above 75%). Words incorrect: regulate, resign, absurd, attire, peddle
While Lily’s score appears to be solid, I do have several concerns. In assessing her reading fluency, using the DIBELS ORF (results discussed later), it was noticed that her fluency is below what is expected for a beginning 6th grader. Her retell fluency was solid. Therefore, I feel that if Lily’s reading vocabulary and word knowledge at a 6th grade level were stronger, it would have positive effects on her reading, particularly her reading …show more content…
The procedure involves working together in small groups. For this teaching/learning sequence, I have modified it for an individual student instead of a group:
1. Student chooses words to study for the week from their personal reading (4-5 words)
Lily will keep a pad of sticky notes with her as she read her independent reading book. When she comes upon a word/words she doesn’t know, she is to write the word on a sticky note, and place the sticky note on the page where the word was found.
2. Student explains where words were encountered and why they were chosen
Lily will choose 4 -5 words that she identified as words she doesn’t know from her reading. She will meet with me and we will discuss the words in context of the book and why she chose them.
3. Student identifies what they think the words mean and teacher/student work to refine