Case Study
Artifact One: Case Study
This case study was conducted during the
practicum for RE 5715 on a third grade at-risk reader who was two grade levels
behind. It represents the intense tutoring experience I gained in the practicum.
Context:
This case study was conducted to determine how to assist this third grade at-risk reader so that he would be on grade level with the knowledge necessary to function independently in the classroom. I used the Informal Reading Inventory, Word Recognition, and Spelling Inventory from RE 5175 - Assessment and Correction. I have also included the summary sheet that I used to determine placement and his final summative evaluation of his program of learning. It shows his growth and instructional practices to continue using in the classroom. I currently use this in my classroom to establish reading levels as well as spelling levels.
Standards:
● Standard A: Instructional Expertise
I used the data gathered from the various assessments to plan, implement, and design a learning environment to promote the independent learning of the student. I was able to integrate literacy across the lesson in order to meet the diverse needs of the student. On a daily basis, I monitored the effects of the selection of materials and the decisions made based on the student's learning.
● Standard B: Knowledge of the Learners
I was able to reflect daily on the instruction presented and modify my instruction based on the student's learning. The student was able to work in an environment which was comfortable and welcoming in order to create successful behaviors for improved reading progress.
During the practicum, I participated in several workshops that enabled me to relate my student's performance to that of other learners at the same level. Through the cooperative learning atmosphere of my colleagues, I was able to plan more efficient and empowering lessons for my student.
● Standard D: Content Knowledge
On a daily basis I was required to analyze the students learning and relate his learning situation to research that I read during the Assessment and Correction class with Dr. Morris. The learning that I was implementing with the student was based on research and current practice in the reading field. By staying current in my reading of the Howard Street Tutoring Manual, I was able to plan and produce effective practices for my student.
● Standard E: Professional Development and Leadership
During the practicum, the curriculum coordinator and a Title I teacher from my school came to observe student learning and the processes of the program. Initiating a program similar to the practicum is a goal of our curriculum committee. I will be sharing the process and training with other K-2 teachers so that we will all be able to work with at-risk learners to strengthen our students. Through shared training, with educators and parents we will be strengthening our community.