Group+5-5772

July 17th. Thank you BS, JB, AP for the excellent thoughts and problem solving you did for each of the case studies. You will be having cases like this in your real life work and this is just an example of the type of collaborative problem solving which must take place to have the best program for the case individuals. Thank you again.
 * __CASE STUDY #1 __**

Choose one case study to evaluate from these two examples: Home/school connections are important at all times but especially critical during the early years of schools. In both of these cases, the parents have already been active in the development of literacy. Now both sets of parents want more. What can you do to help them on the road to literacy?

Susie is a happy middle-class first grade student. Since birth, her parents talked with her as if she were an adult and spent much time reading with her. Suzie developed a love of reading early and her parents continued supporting her love by purchasing books and giving them as gifts. She loves her personal library of well over 100 books. When Susie entered first grade she had highly developed skills, listened well and understood a great deal. She was confident and secure and anxious to learn. However, after just one week of school Suzie finishes early and does nothing after completion of school tasks. She states that she is bored.
 * CASE STUDY #1: Susie **

What are the strengths? BS - Susie has a very supportive home-life. Her parents have given her a print rich environment that has fostered the success of her reading and communication skills.  JB- I agree that Susie has a very supportive home. Her parents have set a good foundation for her at home. It is also great that she is anxious to learn. ​ AP- I agree Susie has a great foundation for her at home which has allowed her to become a wonderful reader.

 What are the needs? BS - Suzie needs to be challenged to continue to build her vocabulary and develop her reading skills. She needs activities to bring her reading skills to the next level. Suzie needs books that will challenge her, not just books she can finish in a few minutes.  JB- Since Suzie is motivated to learn she needs direction on how to self-select. I agree with Beth, she needs to be challenged. I think if she was taught how to self-select just right books she could do this while the other students are completing their assignments. AP- Susie needs that challenge; I agree with Jennifer that Susie should be taught self-select skills. Susie could use the time she has left to read a challenging book. I also agree with Beth that Susie needs to continue to build her vocabulary to take herself to the next level.

What strategies/things could the teacher encourage the parents to do at home? Why? BS - Suzie would benefit from trips to the library to allow her to find books of interest that would continue to foster her love of reading. She could create projects on the books that she reads to encourage and build her comprehension skills. She could make projects depicting the setting, characters, or main idea of the story and bring them to school to show her classmates and teacher. Suzie would also enjoy the challenge of technology if her parents have that as an option for her to use at home to allow her to challenge her and to provide her the opportunity to work at her own rate as she enhances her reading skills. JB- Her parents could be encourage to read more advanced books to Suzie to promote comprehension and vocabulary. Even advanced readers enjoy being read to.  ​ AP- I agree with Beth that trips to the public and school library would be beneficial for Susie so she can choose books that interest her. I would also encourage Susie’s parents to try the “IPICK” method which stands for: Independence, Purpose, Interest, Comprehension, and Know. This will help Susie find the right book for her.  What types of activities and extensions could the teacher do in the classroom? BS - The teacher can use many of the same ideas that the parents can use. The teacher could incorporate technology for Suzie to go to when she has finished her daily work. This would allow her to enhance her reading skills and not just be bored when she is finished. It could provide her motivation. The teacher needs to bring in higher level reading materials to meet Susie's needs to bring her to her next level in reading. Susie should be encouraged to bring in the writing aspect into her reading. She could write a short book review after reading, telling the main characters, setting, main idea, problem/solution, etc... This would increase her reading and writing skills together. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> JB- The teacher could make a comprehension cube/ball to aid her in the deeper comprehension. Example: Read then roll the ball/cube. A question might be What connection do you have with the character in the story? What does it remind you of? <span style="color: #7030a0; font-family: 'Times New Roman','serif'; font-size: 10pt;">AP- The teacher could also use the “IPICK” method to help Susie with book selection. Introducing websites like www.bookadventure.com, will allow Susie to use the book find feature to find books she is interested in and on her level. When she has finished reading the book she can then take a short quiz and earn points for prizes. I like Jennifer’s comprehension cube ideas. I also think having a “book journal” where Susie can write down what she liked and didn’t like about the book would be beneficial as well.

<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS - Dear Group, I chose Susie because I have had many Susie's in my classes before. She depicts those children that we many times don't challenge because we are working with the struggling readers. Also, I want you to know that since I have never worked on a WIKI before, I do not know where the other case studies disappeared to after I saved this one. I hope that I didn't mess it all up!! I copied and pasted the future case studies from another group. Sorry for any confusion! <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> JB- I agree! The poor Susie's get neglected because we are so worried about the struggling readers. Don't worry I have never worked with Wiki before either. I'm sure we can figure it out. <span style="color: #7030a0; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">AP- I am glad you choose Susie, because I am always working with struggling readers. It was nice to look at the other end of the spectrum! I was getting frustrated with the Wiki, because I would try to type and then all of a sudden I would be typing in one of your answers! Then when I finally go it to type correctly I would try to change the color and it would change the line below but not what was selected! It was frustrating. I finally just copied and pasted it in word, typed my answers then pasted it in the Wiki. Maybe that is a helpful tip for you!
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Additional thoughts: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Sam is a first grader who will turn six this November. He comes from a middle-class English-speaking family, with two parents who read to him on a regular basis. His parents are very interested in the progress and activities he does in class. He actively participates in class discussions, even though there are times when he will make an error in syntax with word forms, like talk-ed, for talked. At independent time, he regularly chooses picture books and studies the pictures. He does not spend any time looking at the words. If he chooses a book with more words, the topics will be sharks or dinosaurs. He does know the basic letters but confuses b and d, I and j, x and z, p and ,i and l. He knows basically his concepts about print. He can figure out his initial and ending consonants but is slow and choppy. His writing can only be deciphered if Sam reads the text to the teacher.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt; line-height: 115%;">CASE STUDY #1: Sam **

What are the strengths?

What are the needs?

What strategies/things could be recommended to parents and what is your rationale?

What types of activities and extensions could the teacher do in the classroom?


 * <span style="font-family: 'Arial','sans-serif'; font-size: 18pt; line-height: 115%;">Additional thoughts: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Choose from one of these case studies to elaborate on the topic of phonemic awareness. Phonemic awareness is the foundation for phonics and must be acquired and used with ease before you start the reading and phonics processes.
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 24pt;">Case Study #2 Phonemic Awareness __**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Mitch, a first grade student, was retained in kindergarten is now eight years old. After assessing him on concepts about print, word tests, phonemic awareness and phonics tests, and spelling inventories, he showed lack of process in most areas. In concepts about print, he stumbled on specific instructions on word and letter order and the name and use of punctuation He had difficulty in hearing words in speech, hearing syllables, beginning and final sounds and sound matching for phonemic awareness. He could correctly identify upper and lower case letters and sounds but could not note the digraphs, blends, short and long vowel patters and "vce" and vowel teams. In spelling he usually spelled the first and last consonant correctly and the short a and I but the other short vowels or other vowel patterns were guesses. His sight word vocabulary was low.
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">CASE STUDY #2: __**

What are the strengths?

What are the needs?

What strategies/things could the teacher encourage the parents to do at home? Why?

What types of activities and extensions could the teacher do in the classroom?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13pt;">Additional thoughts: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Angel, a kindergartner, is behind most of her classmates in reading readiness. When she came to the school, she had no awareness of letters, letter sounds and names. She has learned to sing the ABC song but cannot place the letters in order without the song. She knows some concepts about print: the left-right order and the return sweep and the front/back/author of book. She can show the first part of the story, the first part of a word but cannot show the beginning of a sentence. She does not know her punctuation marks. She does not know the 1 to 1 correspondence of words and cannot follow along with the teacher reading the story. All in all she tries to learn and participates eagerly in class. She like the rote method and loves to do things kinesthetically.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt; line-height: 115%;">CASE STUDY #2 **

What are the strengths?

BS - Angel’s strengths are her ability to identify left-right order, return sweep, front/back/author of a book, and the first part of a story and a word. Her attitude toward learning is also a strength for her. JB- Another positive is she is still young and eager to learn. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;">AP- I agree with both of you on all the strengths. Another strength is that she likes kinesthetic learning, which is a great way to get Angel to do hands on activities to help her become a better reader. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

What are the needs?

BS – In the process of reading development, Angel first needs experiences to develop her phonological awareness skills. She needs activities to strengthen her concept of the spoken word to develop her 1 to 1 correspondence of words, her ability to follow along with the teacher when the teacher is reading, and her ability to identify the beginning of a sentence. Angel then needs experiences with rhyme recognition and rhyme production. Building her phonemic awareness will give her the foundation to then move into her phonics skills of letter and letter sound recognition. JB- She needs positive reinforcement on what she does know! This will build her up and encourage her to learn the above skills. AP- I would have to agree with both of you an Angel’s needs. I would also have her work on Dolch Sight Words. This would help build her word recognition and her reading comprehension school. What strategies/things could the teacher encourage the parents to do at home? Why?

BS – I would capitalize on Angel being a kinesthetic learner. All activities that the parents can do with her should involve her being able to manipulate things to reach her learning style. Angel’s parents should be encouraged to play word games with her to develop her concept of the spoken word. They could have her push a penny for each word she says in a sentence. They could play rhyming games with her as they ride in the car. Say a word that names something you see and Angel has to say a word that rhymes with the word that was said. (ex. – tree, free) Her parents need to read to her and with her daily. Storytelling is a key in developing her vocabulary and reading skills. JB- I think rhyming games and playing with words-syllables. The parents could also have Angel name objects that begin with each letter of the alphabet-animals or food. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;">AP- I think having Angel use different things that she can find around the house like Shaving Cream, Whip Cream, ABC Magnets, Sand, etc. to work on words she is learning. A strategy I tell my parents to use at home is to put words on the fridge and around the house and have their child say the word when they see it. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

What types of activities and extensions could the teacher do in the classroom? BS - The teacher also needs to capitalize on Angel being a kinesthetic learner. Angel will need to use her body to help her internalize what she is learning. Angel can be in a literacy group where she can play games as she learns the concept of the spoken word. Again using chips or pennies or something to manipulate to identify words spoken in a sentence. She could then hold up the penny that identifies the first word in the sentence and also for the last word in the sentence. Rhyming games can be played in the small literacy group first focused on rhyme recognition leading into rhyme production. As Angel masters each of these phonemic awareness skills, the teacher should be ready to provide Angel learning activities into her next skill area eventually moving into letter and letter sound recognition. The teacher should read aloud daily to give her experience with literature. JB- I think games would be an excellent way for Angel to work on phonolgical awareness. It would benefit Angel to bein a small group with other students working on the same skills. The group could take turns coming up with animals that start with certain letters. They could clap out individual words in a sentence. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;">AP- The teacher can also use the shaving cream and other items to help with word recognition. I like the idea of playing games to work on phonological awareness. A think a literacy bag would help Angel be immersed in reading at home.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Additional thoughts: **

<span style="font-family: 'Arial','sans-serif'; font-size: 24pt; line-height: 115%;">**__Case Study #3 Phonics__**
 * CASE STUDY #3**

The third grade class has a high percentage of Title I students with the vast majority as English speakers. Most of their parents work very hard at their jobs and do not have the time to read to their children or focus on skills which will improve literacy in the classroom. When the teacher reads to them, they enjoy their story time and respond readily within the discussions. They seem to enjoy independent reading of looking at books or reading to themselves. Four students in this class are especially in need; they are in the emergent level and they know some sight words. They read word by word and consider reading a laborious chore. From testing, the children shows that they know most initial consonant sounds and use them randomly to guess at word but they ignore the final consonants and medial sounds. The writing and spelling are on a lower developmental level of about beginning first grade.

What are the strengths?

JB- The students enjoy when the teacher reads to them and they do participate in discussions. They do know some sight words and most initial consonants. There are enough (4) have the same issues to make a small instruction group. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS – Small group instruction is definitely that way to reach these students’ needs! It is also strength that the vast majority speak English. I agree that their enjoyment of books and participation is a definite strength. AP- I agree with both of you that small instruction would be best for these students. I agree with Beth that the enjoyment of books and participation are definite strengths. To me this shows an eagerness to be able to read books.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> What are the needs? JB- They need to work on basic phonics skills. They also need to learn reading strategies to figure out unkown words. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS – They definitely need basic phonics skills. They also need daily exposure to their phonemic awareness and phonological awareness. They need to see how letters come together to make words. Since they are just randomly guessing at words based on the initial letter, they need skill development that allows them to see how the letters come together with each letter having a job to make a word. They need a lot of practice with letter tiles and making words as well as sight word games to increase their sight word base. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;"> AP- I agree that basic phonics are needed. I think sight word readers would be beneficial for the students. Creating a word wall will help with the words they are learning so that they can see those readily. After a small group lesson I would allow them the opportunity to use [|www.starfall.com] and all the wonderful activities on their as a supplementary activity for their phonics. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> What strategies/things could the teacher encourage the parents to do at home? Why? JB- Since the parents do not have the time to work on specific skills with their children, I would encourage them to read their child a book everynight before bed. This would help their child hear what a good fluent reader sounds like. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS – I think that is an excellent idea, Jennifer! These children need exposure to print and a nightly bedtime story would not take that much time from their parents and would greatly enrich their child’s literacy. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">AP- Jennifer I could not have said it better! Even if a parent did not have the time then maybe an older sibling could read to them. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> What types of activities and extensions could the teacher do in the classroom? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> JB- The teacher could make a strategy card for the students to use when they came to a word they did not know. Of course, the strategies would have to be taught first. The teacher could also give the students an assessment to see what phonics skills the students are lacking. The spelling words they <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">focus on each week could include these specific skills. Hopefully this would carry over to their reading and writing. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS – I think the teacher also needs to use the small group literacy instruction after she identifies the exact needs of each child in her class. Reading strategies as well as phonics games can be tailored to meet each small groups needs. Obviously the emergent readers would need special attention to sight words and phonemic awareness activities in the small group. The teacher can determine when she needs to reassess and then adjust the groups as the children begin to master the skills or need further instruction on specific skills. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;">AP- I like the idea of the strategy card. If the teacher can make the small group time fun with phonics, phonemic, and word games, then I think the students will have a better understanding of the skills they are learning.
 * Additional thoughts:**

= =

=**__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 24pt; line-height: 115%;">Case Study #4: Vocabulary __**=

My Two Favorite Books on Vocabulary state the following: The authors of Beck, McKeown, and Kucan’s Bringing Words to Life suggest that ?a robust approach to vocabulary involves directly explaining the meanings of words along with thought-provoking, playful, and interactive follow-up? (2). They add that ?vocabulary work in middle school and high school should allow deeper explorations of language? How language gives meaning and how words mean what they mean? (85). In their vision of best practices, vocabulary is ?more rooted to a text and dealt with in a way that both teaches the words and brings enriched understanding to the text? (85). Marzano agrees”direct instruction in vocabulary works”(68), and even mentions the work of Beck and McKeown in explaining that “effective vocabulary instruction does not rely on definitions” (70). Marzano’s approach for effectively teaching vocabulary consists of six steps that are very similar to the approach described in Bringing Words to Life. He encourages nonlinguistic representations to build vocabulary, and clarifies that he means ?not just mental pictures,? but also "associated sounds, smells, and sensations of touch or movement? (21). Marzano encourages the shaping of word meaning through multiple exposures including the process of creating metaphors. He states that, ?Research indicates that metaphor activities can help students better understand the abstract features of information. . . . In terms of vocabulary instruction, a teacher might present students with metaphors or ask them to create their own metaphors? (73).

However, Marzano writes that “Beck, McKeown, and Kucan’s focus on tier-two words as the appropriate target of vocabulary instruction” is a mistake (88). He stresses that “subject-specific terms are the best target for direct vocabulary instruction” and provides a list of 7,923 subject-specific terms in the appendix of his book.

The Opening Articles and the podcasts can help with the development of the vocabulary plan.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Amy is a 11th grade student from a upper-middle class area in an affluent high school. She has twenty hours of community service hours that she has to complete and has decided to help tutor students at a near-by after school elementary program. She wants to come one hour every day for a month. The teacher in the program wants her to work on vocabulary development and make it fun. She has come to you for advice about how to help students with word conscientious. What are you going to tell her? (Oh, by the way, Jenks Middle School has set up a program like this on Saturday mornings to help with vocabulary development).
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt; line-height: 115%;">CASE STUDY #4 **

What can be the strengths and weaknesses of this plan?

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What strategies/programs would help with the students? What is your rationale?

What would the program look like?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13pt;">Additional thoughts: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Your Title I school has low vocabulary scores on both Oklahoma assessments and national assessments. Your principal has challenged you and your colleagues to help students have more word conscientious and be able to use vocabulary more effectively. The population of your students is basically ½ Caucasian, ¼ Native American and ¼ ELL students.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">CASE STUDY #4 **

What strategies/ideas can be given specifically for teachers? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">JB-The teachers could have a collaboration discussing the vocabulary that is o the state assessments. Then they could discuss what vocabulary is taught through the curriculum and what vocabulary is not. <span style="color: #0000cc; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS – I agree with Jennifer. You must know your needs and your goals to have effective instruction. I think also that the teachers need a professional development of effective vocabulary instruction. Too many times teaches are going to “fix” their low scoring skill areas and yet have no true idea about strategies that have been proven to work and bring results. So I definitely think the teachers need collaboration and vocabulary instruction professional development. Teachers need to be taught how to provide intensive, expressive vocabulary instruction. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;">AP- I agree with both of you. My school system has adopted a book by Marzano called Building Academic Vocabulary. All the teachers are encouraged to use this vocabulary daily. After collaborating with other teachers we went through the Academic Vocabulary to see what words are more likely to show up on the state assessment, the teachers then focused on those words a little more. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> What strategies/ideas can you set up for students? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;"> JB- The vocabulary that is not specifically taught through the curriculum could be taught throughout the school year. The teachers could provide a word of the week. The word could be displayed somewhere through out the room with definition, sentence, and a synonym. The teachers would have a class discussion about the vocabulary word. <span style="color: #0000cc; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS- As the chapter states, I think teachers need to set up an atmosphere in their classroom that fosters word consciousness. Students need to become conscious of the words around them and develop an appreciation for the power of words. Through modeling, recognizing, and encouraging students begin to become word conscious. Also students need experience with word play. This is a fun way to help students learn homophones, homographs, idioms, clichés, and puns which all help develop meaning of words. There are many vocabulary strategies such as the picture dictionary, personal dictionary, possible sentences, know it, heard it, no clue, and many more that can be taught to students to give them proven ways to learn new vocabulary words. They could learn a new vocabulary strategy with each new story they read as a class and practice learned strategies as they read books of their own choosing. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;">AP- I like the strategies you provided. Another one is to have the students highlight the words they do not know as they are reading. Then with those words they can do a word scavenger hunt in the dictionary with the words they didn't know. A strategy that I use in my classroom with older students, is to have them make a word folder. This is essentially like a word wall, but I also have them write a sentence using the word they are studying. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> What can you share with your parents? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">JB- At my school we have agendas the students fill out each day. One task could be to have the students write the vocabulary word of the week in the agenda. The parents would be asked to discuss the word with their child. I would discuss with the parents that vocabulary increases comprehension.

<span style="color: #0000cc; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">BS- I think it would be important to let the students practice learned vocabulary strategies at home. You <span style="color: #0000cc; font-family: 'Arial','sans-serif'; font-size: 10pt;">could send home information about the strategy and let the parents help their child as they read a book for homework. I also think that it would be most important to teach the parents in a family literacy night about the importance of vocabulary. That night, give them some ideas on how to increase vocabulary at home. One major thing to emphasis would be reading to your child and discussing new words. They could also talk about other words that mean the same thing. They could have a word of the week or day at home. Use the dictionary, newspapers and magazines to expose their child to new words. Let them know that just talking to their child increases vocabulary when you tell them what things mean or why things are certain ways. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;"> AP- At my school we have planners that the kids take home nightly. I also send the word folders home with my students to practice the words at home with their parents, because they never know when I might throw them into their spelling test.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Additional thoughts: **

Anne is a sixth grader who has fair word attack skills but lacks fluency because she reads without expression and ignores punctuation. This issue interferes with her comprehension; she does not monitor what she reads. She is unable to retell a passage or answer questions on the various levels of understanding. Anne?s word attack skills are around the fourth grade and her comprehension level to be near third grade level. On the other hand, her recognition and use of good vocabulary words is apparent in her speech.
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt;">Case Study #5: Fluency __**
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">CASE STUDY #5 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">

Anne has stated that her love is to watch educational television and learn as much science and history that she can. In her textbook she says that she uses her picture cues, graphs, and charts as well as her knowledge about the topic to get her through the reading. She adds to the class discussion but her topics are not necessarily found in the textbooks. She loves her social studies and science classes and usually gets good grades in them.

Anne looks at the pictures and other visuals during her reading time and states that reading is not enjoyable.

What are the strengths? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">JB- Orally Anne's vocabulary is good. So we know she has the vocabulary. She loves science and history. She knows how to use picture cues, graphs, and charts. She has a lot of background knowledge. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS – I agree with you, Jennifer! Anne also participates in class and shares her background knowledge. She uses her background knowledge to add to discussions during reading. Anne is a visual learner as shown through her interest in TV, picture books, and other visuals. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;">AP- I agree with both of you. Something that really stuck out to me is that Anne is using the pictures in books and in her textbooks as visual cues. This tells me that she has decoding skills, but she is still not reading all the words and getting the “meat” of the text. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">

What are the needs? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">JB-Anne needs to build her fluency rate by reading books of interest. She also needs to build her comprehension skills. Anne also needs to work on reading strategies to aid her in word attack skills. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS - Anne also needs motivation to read so she can learn how reading can enhance her love of science and social studies. She needs fluency strategies and to learn how to monitor her own reading. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">AP- You both said what I was going to say! I think if Anne can get books from the library that interests her then she will be motivated. Fluency strategies would also be very helpful. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

What strategies/things could the teacher encourage the parents to do at home? Why? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">JB- The teacher could encourage her parents to take her to the library to find text that she enjoys to read- <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">science and history. If she has a high interest and background knowledge on the subject she would be more motivated to read. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS – Anne’s parents need to encourage her to spend time reading as well as enjoying her TV programs. To become a more fluent reader, you must practice reading. Maybe a little less TV and a little more reading would help Anne. Her parents could read with her and model reading. Anne could repeat back what they read with the same rate and intonation. Another thing they could do would b practice sight words with Anne. The more words she has in her sight word base, the more automaticity she will be able to have when reading. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;">AP- Parental encouragement is very important, but also peer encouragement. I don’t know how many times I have had a student like Anne and one of my other students starts bragging about a book that was really cool. Then another student wanted to read it, and then another, finally the student like Anne wanted to read this book that everyone else was reading. Anne could also create a word folder like I suggested for the case study above, this way she will be able to work on her sight words. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">

What types of activities and extensions could the teacher do in the classroom? JB- The teacher should use her strengths to build on her weaknesses. Since she enjoys science and history the teacher could help Anne find books on her reading level in those subjects. She could also encourage research on the computer. When Anne reads a book of interest and wants to find out more information she could perform research. The teacher could also teach Anne some additional word attack skills-think about the story, does it look right, does it sound right, word cues, etc... <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS – I think that the teacher also needs to give Anne exposure to repeated readings. This strategy can help build Anne’s fluency. Tape recorded readings could be used. This is where Anne would read and listen to her own reading and analyze it. This would also benefit her reading fluency. She could hear her own reading and set goals to improve her reading. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">AP-I agree with both of you. The teacher also needs to provide Anne with ways to self monitor her book selections. Allowing Anne to use a “Whisper Phone” while she reads quietly could be beneficial. My sixth graders are always the first to grab the whisper phones in my classroom during DEAR time.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">== <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Additional thoughts: <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">==


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt; line-height: 115%;">CASE STUDY #5 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

Charlie, a kind, helpful and positive young man, is not reading with fluency. His comprehension retelling was concise and included all the pertinent information. His writing and spelling are poor; some of his spelling are trane (train), closit (closet), case (chase) and beches (beaches) which Words Their Way says is Using but Abusing. He scored perfectly on alphabet names, consonant sounds, consonant digraphs, and consonant blends. He missed several short vowel words. In long vowel sections, vowel pairs, and silent e, he read all words correctly.

His performance in the classroom is inconsistent. When reading text, he appears to use context and other strategies to back up his phonics decoding skills. Sometimes he seems to be guessing vowel sounds almost randomly as he tries each one out. He ends up with the right word, but the process is laborious. He self corrects about 1 out of every 3 miscues. His pace is slow and choppy.

What are the strengths?

What are the needs? What strategies/things could the teacher encourage the parents to do at home? Why?

What types of activities and extensions could the teacher do in the classroom?


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Additional thoughts: **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt; line-height: 115%;">**__ Case Study #6 Comprehension __**


 * CASE STUDY #6 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">

Sydney, a 7th grade student at Lance Middle High School, is not at all confident about her reading. Daily, she seems to be on the verge of tears, when discussions and extensions take place. She confesses to you that she has faked her way through elementary school and now she knows she won’t be able to do the same thing at the middle school level. She asks you for help.

What are the strengths?

What are the needs?

What strategies/things could the student do when they read? Why?

What types of activities and extensions could the teacher do in the classroom?
 * Additional thoughts: **

In a sixth grade class of twenty-eight students, composed mostly of English speakers at various levels of ability and skills, the teacher needs to devise strategies which deal with comprehension. Most students do not have a lot of difficulty with word attack, but their reading comprehension scores on a standardize test range from the 22nd percentile to the 65th percentage. In the Oklahoma PASS objective tests, you note that they read the passages but they seemed to miss key points in comprehension. You also know that the students like to discuss the topic but don?t always understand the text and have a hard time supporting their answers from the text.
 * CASE STUDY #6 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">

What are the strengths? JB- The students are good at word attack skills. They are interested in the topic which is a great start.

BS – I agree. I think it is a strength that they are mostly English speakers (they share the same language). AP I agree. I think that the fact they want to discuss the topic is a strength. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">

What are the needs? JB- They need to work on comprehension skills and use the text to support answers. BS – They need comprehension strategies so they can learn how to use the text to support their answers. They also need specific comprehension strategies to learn how to make sense of what they read in a textbook. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">AP- The students need fun comprehension strategies. They are at the age when they could really carless if they are learning a useful strategy. If it presented in a fun way they are more likely to remember the strategy. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

What types of activities and extensions could the teacher do in the classroom? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">JB- The teacher could start by modeling comprehension orally. She could have a passage on the smart board or over head and read a few lines or a paragraph and stop and talk about what she just read. She could model inferencing and explain from the text why she thinks what she thinks. Then she could have the students read a few lines and turn and share with friend what they read. There needs to be a lot of modeling and practice. This doesn't always come naturally.

<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">BS – There are several comprehension strategies that the teacher could use to help these students. She could use prediction activities which includes activating prior knowledge, previewing, and over viewing. These activities would encourage the students to use their background knowledge to facilitate their understanding of new ideas encountered in the text. She could use Think-alouds to demonstrate effective <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">comprehension strategies. Teaching her students to organize their understanding of stories can be attained through story structures using story maps. A very important activity would encompass helping students learn the structural features of informational texts as aides to understanding and recall through informational text structure strategies. Activities such as a flowchart, semantic map, summarization, and questioning would be very helpful for these students.

<span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">AP- I agree with both of you. A strategy that I use frequently in my classroom is Jeopardy. We normally play it 3 times a week. The first day I allow them to use their text book, the second day I allow them to use their textbook only on the more difficult categories, then on the final day they cannot use their textbook at all. My students were able to comprehend the information and I would notice that during class discussion they were able to make points that were in the text. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

What strategies/things could the teacher encourage the students to do? JB- The teacher could encourage the students to use the above stategy on their own. After reading few pages the students could be asked to stop and write a few sentences about what they read or write their thoughts. Hopefully this would make the students stop and think while they are reading instead of waiting until the entire reading is complete. By that time, some students have forgotten the majority of the reading. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">BS – As the textbook supports, a model of comprehension instruction would support reading comprehension in this classroom. Students need an explicit description of the strategy being taught and how to use it. The teacher should model the strategy. Then the teacher should have a collaborative use of the strategy between her and the students. The students would then have guided practice as they gradual take on sole responsibility in using the strategy followed by independent use of the strategy. The teacher needs to needs to be aware of well suited texts that support the teaching of the strategies. The strategies should lend themselves to motivate the students or they will not use them. And the final step is assessing how well the students are using the strategies and are they using them effectively. If a strategy is not working, a new strategy should be introduced. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">AP- I agree with both of you. For any strategy they teacher is teaching it is important for them to model it. I would also encourage the students to do a KWL chart as they are reading the text. ​ ​ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">**Additional thoughts:**

CASE STUDY # 7 **
 * __ Case Study #7 Comprehension __
 * Brandon, a soon to be eighth grader, was a student in the summer reading program for struggling readers. He was assigned to this program because of his test scores and the Reading Sufficiency Plan. Also his mother wanted to have help for him before he went to high school. The teacher gave an informal reading inventory and the reading level was several levels lower than his grade placement. During the conference with Brandon, he shared that he felt that he was a good reader and was often called upon to read orally in class. His reading was rhythmic and generally true to text and his accuracy rate was about 89%. He had trouble retelling and his comprehension was minimal. Brandon was also very talkative and excited and saw no need for strategy instruction to help with his comprehension.

What are the strengths?

JB- Brandon is enrolled in a summer program so his mom was wanting help for him-very supportive mom. He had confidence-he mentioned he thought he was a good reader. BS – I agree. Brandon does have confidence in himself as a reader and although not 100% accuracy, his accuracy was at 89%. He has a excited personality and is very social. ** **<span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">AP- Parental support and self perception are Brandon strengths.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">What are the needs? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">JB-Brandon needs to focus on comprehension and retelling. He also needs to realize the importance of strategies for comprehension. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">BS – Again, I agree. Brandon needs strategies to build his comprehension, especially in the area of retelling. He needs strategies that are motivating and easy to so to help him see how strategies can help <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">him with his reading. ** **AP- I agree with both of you. Brandon needs strategies that will help him with comprehension and retelling.** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">

**What strategies/things could the student do when they read? Why?**
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">JB- Brandon could read a passage and stop and discuss or write what is happening or what his thoughts are. This would encourage him to think while he is reading and not just at the end of the passage. He could also use a comprehension cube. After he reads a passage, he could role the cube and answer the question that it lands on. **

<span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;">**AP- I agree with you Beth. I think if the strategies are fun and motivating then he is more likely to remember them and actually use them. Jennifer, you make a good point with having Brandon writing has he goes that way he is actively thinking as he is reading. I also like the comprehension cube.** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">

**JB- The teacher could perform an interest survey on Brandon. He already has confidence but if he was to read a book of high interest his comprehension would increase. Since he is excited making comprehension a game would aid him. Playing comprhension games on the smart board would also be fun for him.** <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">**BS-Great ideas, Jennifer! I think he also needs to have retelling and summarization modeled for him. Since Brandon is not interested in strategy instruction, he could take part in small group discussions with his peers. The inner/outer circle framework with specific questions and goals set up for discussion would enable Brandon to enhance his comprehension through dialogue with his peers. Through this type of activity, Brandon would also have modeling from his peers of summarizing and retelling.**
 * What types of activities and extensions could the teacher do in the classroom?** **BS – Again, I think Brandon needs strategies that are motivating and easy to use to help him see how strategies can help him with his reading. Retelling and summarization are strategies he needs. The comprehension cube would be great. He also could use peer discussion groups.**
 * <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">AP- Jennifer, I couldn’t have said it better! I also think that peer encouragement would be beneficial for Brandon. He already has encouragement from home. Beth, I like the idea of having him have small group discussions about the text with his peers. **

**Additional thoughts:**

__<span style="font-family: 'Arial','sans-serif'; font-size: 24pt;">**Case Study #8: Metacognition** __ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Metacognition is having the students think while they read. They are to think about if the text is making sense and what they can do to help the text make sense. They are to think about how their minds are processing the information into long term memory. They are to think about the television reading that should be taking place. Thus, these two case studies are typical about the lack of metacognition. Select one and make a plan.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Robert is an eighth grade student at Jenks Middle School and has been referred to you, the resource teacher, for evaluation because of his poor comprehension in content subjects. Both his teachers and parents are concerned and stated that although Robert doesn’t seem to have difficulty reading the words, he does not have the ability to understand and repeat what he has read. He seems to have the most trouble in science class.
 * CASE STUDY #8:**

What are the strengths? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">JB- Robert has good reading-word attack skills. He also has parents that are concerned. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS – Robert has a supportive environment. He is a great word caller as his word attack skills are strong. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">AP- I get at least 10 Robert’s referred for my class every year! The fact that he has a very supportive environment is a big strength and the fact that he has word attack skills. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">What are the needs? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">JB- He needs to work on comprehension skills. He needs to focus on understanding the material-vocabulary and repeating it back. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">BS – Robert needs comprehension strategies. He needs instruction in content area reading and in reading textbooks. Robert would also benefit from vocabulary instruction in all areas especially in <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">science. He needs experiences to help build his background knowledge to help him relate to the text. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;">AP- Robert needs strategies to help him to understand what he is reading in science. Comprehension and vocabulary strategies will also benefit Robert, not only in reading but in every subject that requires a lot of reading. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">What strategies/things could the student do when they read? Why? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">JB- One strategy the student could use is when he is reading and comes to a vocabulary word he does not understand he writes it down. He could keep a science journal-dictionary. The words he he writes in his "dictionary" could have a definition, synnonym, and a sentence using the word. This would build his background knowledge which in turn help his comprehension. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS –Robert would benefit from prediction strategies to give him opportunities to bring his background knowledge and relate it to the text before he reads. This would make him conscious of things he was looking for as he reads the text. Using a t-chart, Venn diagram, or KWL chart would benefit him as he reads to make him have to stop and think about what he read to place it on his chart. This would have him read in shorter segments to focus on what he just read. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt;">AP- I agree with both of you. I use these strategies in my classroom. I have my students do word scavenger hunts using a dictionary and the words they did not know in the text. Again I have them make word folders with all their over the school year that they did not know.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">What types of activities and extensions could the teacher do in the classroom? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">JB- The teacher could have a word of the week or word of the day. She could alternate the subject areas. This would build vocabulary. The teacher could have a lot of class discussions. What do you think this means or how does this relate to you or something else you have read. Building background knowledge and having the students relate to their own lives really helps with comprehension. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">BS - Great ideas! I also think another great vocabulary activity for Robert would be to make a picture dictionary. Since he is having difficulty making connections to what he reads, this would let him put a picture with the vocabulary to help visualize it in a way that makes sense to him. <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">AP- I love these ideas! Beth, I have some amazing artist in my class so I have them draw pictures to go with their words. For my students that are bad artist I let them use an inexpensive digital camera to take pictures around the school to use in their word folders.


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">Additional thoughts: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> At Open House, a group of parents voiced their concerns that their children could read the words in their textbooks, yet they didn’t understand what they were reading. The parents said they can figure out the words (word attack skills) and can read fluently, but they don’t know the main ideas, analyzing text, or taking notes. They said that the kids had a hard time with homework that involved answering questions from their textbooks or looking up information from other sources. Further, they said that their kids don’t do their homework without lots of prodding; the parents say it’s a battle every night. The kids say that homework is boring.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt; line-height: 115%;">CASE STUDY #8 **

What are the strengths?

What are the needs?

What types of activities and extensions could the teacher do in the classroom?

What strategies/things could the teacher encourage the students to do?


 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Additional thoughts: **