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files (3)RequiredResourceforweek5assignmentcasestudy.docx
Casestudyforweek5assignment.docx
- Week5assignmentandRubric.docx
RequiredResourceforweek5assignmentcasestudy.docx
Required Resources
Read Chapters 8, 10, and 11.
Literacy Assessment and Intervention for Classroom Teachers
Required
DeVries, B. A. (2023). Literacy Assessment and Intervention for Classroom Teachers (6th ed.). Routledge. ISBN-13: 9781032131283
Words in Context: Looking for Meaning
Required
Review "Words in Context: Looking for Meaning" used in the “ELM-526 Intervention Case Study,” located on the Florida
... Read More
https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/45_words_in_context/45_v043_looking_for_meaning.pdf
Incorporating Evidence-Based Literacy Practices into Middle School Content Areas
Required
Read “Incorporating Evidence-Based Literacy Practices into Middle School Content Areas,” by Shelton et al., from Teaching
... Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=149148439&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Inside a Dyslexia Intervention: Reading Strategies for Struggling Readers
Required
Watch “Inside a Dyslexia Intervention: Reading Strategies for Struggling Readers,” located on YouTube (2019).
https://youtu.be/ex3X3IoPqXg
Fidelity Tools
Required
Explore “Fidelity Tools,” located on the National Center on Intensive Intervention website.
https://intensiveintervention.org/implementation-intervention/fidelity
Considerations for Effective Implementation: 5 Elements of Fidelity
Required
Read “Considerations for Effective Implementation: 5 Elements of Fidelity,” located on the National Center on Intensive Inter
... Read More
https://intensiveintervention.org/sites/default/files/5_Elements_Fidelity_508.pdf
Reading Motivation: What the Research Says
Required
Read “Reading Motivation: What the Research Says,” by Gambrell and Marinak, located on the Reading Rockets website.
https://www.readingrockets.org/topics/motivation/articles/reading-motivation-what-research-says
Lexile Framework for Reading
Required
Explore the Lexile Framework for Reading website.
https://lexile.com/educators/
FCRR Student Center Activities
Required
Explore “FCRR Student Center Activities,” located on the Florida Center for Reading Research website.
https://fcrr.org/student-center-a
Casestudyforweek5assignment.docx
Student Background: Claire is a fifth-grade student in a general education classroom. This is her first year at this K-5 elementary school. She is a native English speaker. Claire is the middle child of four, and both of her parents work full-time. She enjoys playing ice hockey and taking care of her pets, a dog and a turtle. She is outgoing and very social with her peers.
Formal Assessment: Claire took the Iowa Test of Basic Skills. On her comprehension subtest, she scored in the 9th percentile. This comprehension assessment identified Claire as needing additional fifth-grade support in comprehension.
Informal Reading Inventory (IRI) Assessment
|
|
Independent Word Recognition - 99% or higher Comprehension - 90% or higher |
Instructional Word Recognition - 95% or higher Comprehension - 75% or higher |
Frustration Word Recognition - below 90% Comprehension - below 50% |
Placement |
|
Performance on Graded Word Lists |
3rd |
4th |
5th |
3rd |
|
Performance Levels Based on Oral Passages |
3rd |
4th |
5th |
3rd |
|
Performance Levels Based on Silent Passages |
2nd |
3rd |
4th |
2nd |
Informational Comprehension Skill Analysis
|
Skill |
Number of Questions |
Errors |
Error Percentage |
|
Main Idea |
5 |
1 |
20% |
|
Detail |
5 |
2 |
40% |
|
Cause and Effect |
4 |
1 |
25% |
|
Vocabulary |
10 |
5 |
50% |
Tier 2 Instruction: Claire is currently receiving Tier 2 instruction three days a week, for 20 minutes per day, over eight weeks. Her reading group consists of seven students with a focus on vocabulary and informational comprehension. Claire’s Tier 2 literacy intervention goal is: When given a fifth-grade informational passage and vocabulary assessment, the student will use context clues and other strategies, such as consulting a dictionary, to determine the meaning of unfamiliar words with 80% accuracy. Claire’s teacher has been utilizing the "Words in Context, Looking for Meaning" graphic organizer as her Tier 2 intervention. Claire’s teacher has assessed this literacy goal weekly, and Claire’s progress is shown in “Claire’s Progress Monitoring Chart.”
Anecdotal Notes: Claire is a sweet girl who participates in whole group class discussions and small group activities. She states her favorite subject is science. She loves to do science experiments; however, she has trouble comprehending the science text and other handouts, because of the content vocabulary. Whenever asked to discuss content related to text, she struggles with word meaning and comprehension. Last week I noticed that just as I asked students to take out their science text, Claire began to disrupt her peers with off-topic conversations. She took a long time to begin and had difficulty staying on task. Her family has expressed concerns about her comprehension level as she moves into middle school next year.
Self-Assessment Attitude Survey: See results below.
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