Sample Case Study Report Of Rosie

Case Study Report of Rosie

I. Background, Strengths & Needs, Tier Placement: Rose is a second grade student from a middle- class suburban neighborhood. She is an only child of a divorced mother and is currently living with her and Rose’s grandmother, who speaks primarily in Italian, her native language. Although Rose does not fluently speak Italian, she is able to communicate well with her grandmother. While the mother seems supportive, she is very self- involved with her boyfriend and is currently working two jobs. Not being much of a positive factor in Rose’s life, Rose spends a lot of time with her elderly grandmother after school. On an informal reading inventory, Rose exhibited instructional decoding abilities slightly below the second-grade

Strategy Instruction and Rationale: During RTII time, the teacher will conduct small group instruction about fluency. The teacher will work with a group of students that are all on the same reading level as Rose. The teacher will use a passage that Rose and the other students have already seen before and that they all have had a chance to read aloud to the teacher and practice at home. The teacher will hand out a fluency checklist and allow the students to look over the checklist before they read with the teacher. The students will read the passage to the teacher and get “graded”” on their fluency rate, based on their handout. As Rasinski mentions in, Why Reading Fluency Should Be Hot! “an authentic approach to deep or repeated readings involves students rehearsing a text over the course of a day or several days for the purpose of eventually performing he text for an audience.” He also talks about how “this approach to reading allows students to make significant gains in reading with meaningful expression and to demonstrate greater comprehension of passages read orally and silently and allows them to fine greater satisfaction and enjoyment in authentic reading

Strategy Instruction and Rationale: The students will be given an expository text to read on their own. The students will also be given a power mapping graphic organizer to use while reading their text. The students will fill out the power-mapping organizer with the main idea, the subtopics and then the supporting ideas. The students will have to use phrases from the text to make sure that they are utilizing the correct vocabulary. As Gordon says in her lecture, Comprehension Part II, power mapping graphic organizers show the relationship between ideas/ concepts and can be applied in all content areas. They are also fast and easy to use. It will also be beneficial to the student for the teacher to consistently use the same colors and shapes for the same ideas (main, subtopic and supporting) so that students will fall into a flow while filling out the maps throughout the year. iii. Differentiation

Context: Teacher will pull words from previous spelling vocabulary and sight word list to use in word sort. This will ensure that student is already familiar with the words and can read them.

Process: If student struggles with a word while completing the activity, teacher will come over and read the word out loud. Also, teacher will read words that student puts in the wrong category to help them hear the vowel