EDU 3370 Case Study Part 2 Name of student: Garrett Smith Introduction/Background

EDU 3370
Case Study Part 2
Name of student:  Garrett Smith
Introduction/Background Information:
Garrett Smith is a six-year-old kindergartner who attends Shady Hill Elementary. The past 3 years he has attended a local preschool and participated in a VPK program. He is currently performing below grade level in the area of reading, but is performing at grade level in the areas of Math, Science and Social Studies. Garrett lives with his mother and has one sister. He enjoys outdoor activities which include, swimming camping and hiking. He enjoys reading books that have a bit of adventure, such as Splat the Cat Goes Camping. Garretts favorite color is red and he enjoys chicken and rice. His favorite subject in school is science. Garrett struggles with reading and his current reading level is Pre- Primer. He is a struggling reader and becomes easily frustrated. Vocabulary seems to be his strength. He understands words better than he can pronounce them. He gets frustrated when reading and shuts down. Currently he has no formal IEP or 504 plan.
Based on the assessments that have been given he is a Tier 2 reader and needs interventions. He especially struggles with middle sound recognition based on his Phonics Primary Spelling Inventory (PSI) and Phonemic Awareness Assessment. These scores indicate that he will need interventions in the areas of phonemic awareness, phonics, fluency and comprehension. His oral language is on track in a social/conversational manner, but he is reserved in a formal classroom setting. It is my goal that with interventions in the areas of Phonemic Awareness and Phonics, he will increase his fluency and gain confidence as a reader. When these skills are mastered, I suspect we will see him make strides in the areas of vocabulary and comprehension.
Synthesis of Information within Reading Components:
Phonemic awareness: Garrett can identify beginning and ending sounds, but struggles with manipulating vowel sounds. While Garrett is making progress with beginning and ending sounds and manipulation, he will need practice with manipulating middle phonemes orally.
Phonics: Garrett mixes a long and short vowel sounds. He presents more difficulty with these vowel sounds and the sound to spelling relationship in print.
Fluency: Garrett reads 58 words per minute. Since he focuses on sounding out and saying words correctly, he does not read with much, if any expression. While 58 wpm is above grade level, he will have to spend more time memorizing sight words and recognizing words by sight to increase fluency, therefore, expression.
Vocabulary:  He understands most of what is said or read aloud to him, but has a little more difficulty with his “speaking”, “reading”, and “writing” vocabulary. This means that when he speaks or writes, he might use the same words over and over, simply because he doesn’t know or can’t think of another word to use. As he increases fluency, he will become more comfortable with these last stages of language development (speaking, reading, and writing).
Comprehension: Garrett seems to struggle with comprehension if/when he reads to himself. Being a below average reader for his age/grade, he spends most of his independent reading time decoding, sounding/tapping out, and blending words. This makes it more difficult for him to grasp what he is read and put it all together to make sense of a story or text. He will need to read simpler text and listen to stories before he can increase comprehension.
Oral Language:  Garrett communicates well although does not initiate answers in class. He waits to be called on. Working in smaller groups will help increase Garrett’s confidence. He can be more comfortable and take more risks.
Assessments Given:
Early Reading Attitude Survey  (ERAS):  Raw score of 33 resulting in a score of 68% meaning he scored equal to or above 68% of other students that participated in the survey. Academic readying raw score was a 20 resulting in a score of the 32nd percentile.
Phonemic Awareness Assessment:  Rhyming- 10/10; identifying beginning sounds-10/10; Identifying ending sounds- 8/10; identifying middle sounds- 6/10; substituting middle sounds- 4/10
Phonics Primary Spelling Inventory (PSI):  He scored 11 out of 26 with difficulties in short vowels, digraphs, blends, and common long vowels
Fluency Running Record:  58 words per minute with substitutions of sit for sat and rat for rug.
Comprehension assessment: Listening- 13/25; Independent- 18/25
Vocabulary Assessment within Text- 4/10
Garrett is a joy to have in class. He is very compliant and works hard. He is eager to learn, but does become frustrated when presented with new or challenging activities. He does his best work in small groups that are varied, and comprised of mostly females. He has a comfort level among females, most likely because he lives with his mother and sister. These factors have been taken into consideration when formulating differentiated groups within our classroom.
Garrett was given the Phonemic Awareness Assessment, which indicted he was strong in the area of rhyming (he scored 10/10), identifying beginning sounds (he scored 10/10), and identifying ending sounds (he scored 8/10) He struggles in the areas of identifying middle sounds (he scored 6/10), and substituting middle sounds (he scored 4/10). He will need to increase his phonemic awareness and middle vowel sounds.
Beginning Assessment:
The assessments that were given to Garrett showed that he has difficulty with middle vowel sounds. I asked him to identify the middle vowel sounds prior to our interventions to monitor growth. He was only able to identify 3/10.
Activity 1: Short Vowel Craft Stick Puppets:
In this activity, I said a word with a short vowel sound aloud. Garrett had to listen, repeat the word, identify the correct short vowel sound aloud, and hold up the correct puppet. As an extension, I was going to have Garrett tell me the letter for the letter and sound. Unfortunately, Garrett scored 10/29 and I didn’t want to push him so we did not do the extension at this time. He was slightly frustrated at the end of the lesson.
Activity 2: Sand Writing
In this activity, I said a short vowel sound and Garrett repeated it, he was then asked to write the letter in the sand that I placed in a small pan. While he was writing the letter he had to repeat the letter name and sound. Garrett did slightly better on this activity then the previous one. He scored 14/30 and seemed a little less frustrated. He continues to work best in small groups, but prefers one on one work with the instructor.
Activity 3: Capture the Firefly
In this activity, Garrett was given an assortment of fireflies that he had to name using the objects located on each one. He then placed each “in” the appropriate jar. He had to say the word and then and then the middle vowel sound in each. Out of 30 fireflies he was able to properly place 17 correctly. Progress is small, but he continues to be compliant and works hard during activities.
Activity 4: Long and Short Vowel Clip and Read
Garrett has been improving and I thought it was time to give him some practice with long and short vowel sounds. He was given 32 tags with images on each. He was asked to put a clip on the correct spelling and read the word. He struggled a great deal with this activity and only got 15 of 32 correct. After working with him, I believe that he may have been overwhelmed with the amount of cards, clips, and the addition of long vowels. In the future I will be more mindful to limit the quantity of items.
Activity 5: Picture Sort
Garrett and I have been working together throughout many activities. He is showing signs of growth. He was asked to sort pictures I had cut out and put them under their vowel sound. I also asked him to say the word and identify the vowel sound orally. He scored 18/32, which is an improvement from the previous activity. He continues to do what is asked of him and concentrates at the task before him. He was more confident with this activity and I think that was reflected in his score.
Activity 6: Letter Hunt
Our letter hunt started with oversized letters that I have cut out and laminated. They are similar to the ones in the picture below. Using a dry erase marker, I asked Garrett look around the room and locate words that would fit in the letters that illustrate the short vowel sound. We have a word wall in our classroom and have a great deal of items labeled to help children with their writings. Garrett has a goal to locate 34 words to write on these letters. I helped him and listened to the words and sounds he was locating. He was able to locate 20 of the 34. He loved looking around the room, using a clip board if needed, and using a dry erase marker. This was a very enjoyable activity!
Activity 7: Vowel Flip Book
Garrett really enjoyed using different tools in our previous activity. I decided to get the scissors out and start making a flip book. After creating the book we started hunting for words again, but this time we used books that I had gathered from our library. He enjoys the outdoors, swimming, and camping so I tried to gather books at his level that covered these topics. He had a goal to locate 34 and he was able to locate 24 for of these in the words. This score has been his highest score to date. I think he enjoyed the material we were using and this was reflected in his score.
Activity 8: Vowel Toss
Garrett has been working very hard so I decided to shake things up and make a game. Garrett was given 34 images that were glued to large poker chips. I then asked him to say the name of the object, and tell me the vowel sound, and then he had to toss the chip into the proper bucket (getting the chip in the bucket has no bearing on his score). He loved this activity and was able to get 23 of the 34 objects correct. This was a fun way to reinforce skills.
Ending Assessment:
I administered this assessment to Garrett again after we worked on this specific area. He was able to correctly identify 8/10. He has made a great deal of progress the past several lessons and is much more confident student.
Graph of Results
Beginning and Ending Assessments
Graphed Results of Intervention Activities
Classroom Accommodations:
Within the classroom, I would recommend that he continue working in small differentiated groups. I would also suggest that he be permitted to listen to stories after they are read. Until he has a formal IEP our accommodations will be limited.
Future Interventions
Garrett would also greatly benefit from using a Orton-Gillingham or Barton system with a reading coach. These approaches are multisensory, direct and structured instruction. He could move through the various levels until each is mastered. At his age and grade level, early intervention is key to future success. By mastering these foundational skills, he will then be able to apply them to the classroom setting. Garrett should continue to work in small groups. He should receive differentiated instruction whenever possible.
Over the summer, I would suggest a summer reading program or tutor if available. As a family, I would encourage the use of phonemic awareness and phonics-based games. These games will make learning light and fun, while also helping him grow in social skills and confidence.
Letter to Parent
Shady Hill Elementary
Jennifer Burzotta
Kindergarten Teacher
123 Maple LaneOcala, FL 34471
Mrs. Gloria Smith
123 Main StreetOcala, FL 34471
April 23, 2019
Dear Mrs. Gloria Smith,
I have had the privilege of working with your son, Garrett Smith, this school year. He is a delightful young man, who is eager to learn and is well behaved. He has struggled in some areas of our class and I wanted to address what we are doing at school to help him and what you can do at home to help continue his growth.
The main area of challenge I see is in his phonemic awareness. I wanted to start with this area based on the results of several tests performed at school. Please see below:
Assessments Given:
Early Reading Attitude Survey  (ERAS):  Raw score of 33 resulting in a score of 68% meaning he scored equal to or above 68% of other students that participated in the survey. Academic readying raw score was a 20 resulting in a score of the 32nd percentile.
Phonemic Awareness Assessment:  Rhyming- 10/10;  identifying beginning sounds-10/10;  Identifying ending sounds- 8/10;  identifying middle sounds- 6/10; substituting middle sounds- 4/10
Phonics Primary Spelling Inventory (PSI):  He scored 11 out of 26 with difficulties in short vowels, digraphs, blends, and common long vowels
Fluency Running Record:  58 words per minute with substitutions of sit for sat and rat for rug.
Comprehension assessment: Listening- 13/25;  Independent- 18/25
Vocabulary Assessment within Text- 4/10
Based on these outcomes, I put together eight interventions for him to use in my classroom to help improve his phonemic awareness. Over the past several weeks I have seen growth in this area. Garrett’s first score was a 30% and over the past few weeks we have increased that score to 80%.
Over the summer. I would encourage you to enroll him in our summer school program. He can also use many games that help build these skills. Please contact me and I can provide many options for you.
He is a wonderful addition to our school, and I look forward to seeing him grow.
Best Regards,
Jennifer Burzotta