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Professional Report Child Study 11/26/2013 Kayla Butterfield

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This semester !or"ed !ith a first #rade $oy from %rs& Kelm's (lass at %ineral Point )lementary s(hool& *e too" a P+,'s test to assess his spellin#pre.primer si#ht !ords- and readin# and letter sounds& *e also too" the ST+R early litera(y test to assess his foundation s"ills of readin# !hi(h in(luded phonolo#i(al a!areness- phoni(s and !ord re(o#nition- and fluen(y& +fter ta"in# these tests !as made a!are that he needed help in pronoun(in#and spellin# $lends and di#raphs& *e also had trou$les !ith pi("in# out the middle letter sound in #rade.appropriate- sin#le.sylla$le !ords- espe(ially !hen they !ere short /o!el sounds& n addition- he stru##led !ith synonyms and antonyms- si#ht !ords in and out of te0t- and readin# for (ontent& This student is (urrently seein# a spee(h therapist to !or" on nasal sounds& 1inally- he stru##les to pay attention in the (lassroom atmosphere as !ell as !hen !or"in# indi/idually& +s a reader this student en2oys readin#- $ut only !hen he #ets to (hoose !hat he indi/idually reads or !hen his mom reads to him& t is important to note that his father's readin# le/el is not mu(h hi#her than the student's& *e li"es to read durin# free time at s(hool $ut does not feel the same a$out readin# at home& *e understands readin# is important- $ut !as una$le to e0plain !hy he thin"s that& 1inally- this little $oy en2oys readin# a$out the typi(al thin#s little $oys li"e su(h as farm and tru(" themed $oo"s& +lon# !ith the assessment tools mentioned $efore- runnin# re(ords !ere ta"en re#ularly !hile the student read& The first runnin# re(ord !as

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le/el Pre.Primer +- he #ot 3ero !ron# out of thirty fi/e and did not ha/e to self.(orre(t at all- thus puttin# him at the independent le/el& The se(ond !as le/el Pre.Primer B- !here he #ot ele/en !ron# out of fifty- settin# him at the frustration le/el& Then he read a le/el + story !here he #ot four !ron# out of forty one- so he is at the independent le/el& 1inally the most re(ent runnin# re(ord !as a le/el B- he #ot four !ron# out of thirty three- and three self (orre(ts- therefore he !as ran"ed at a frustrated le/el& 4ith this student- !or"ed on his use of $lends and di#raphs usin# flash (ards !here he had to identify the $lend or di#raph- identify the pi(tures on the (ard to pronoun(e the $lend or di#raph- and then (ome up !ith a !ord or t!o of his o!n that used the di#raph or $lend sho!n& 5e0t use split !ord (ards made- it is one pie(e of paper !ith a sin#le sylla$le !ord the letters are split and (o/ered up- he has to lift up ea(h flap indi/idually and ma"e the letter sound to $lend them to#ether to sound out the !ord& These are used for $oth $lend and di#raph identifi(ation and to allo! him to tell me the first- middle- or last sound in a !ord& To !or" on antonyms and synonyms (reated a memory #ame for ea(h& *e must find the !ords that mat(h as either synonyms or antonymsdependin# on !hi(h #ame !e are playin#- and tell me !hat they are& 4e !or" on si#ht !ords e/ery day $y ha/in# him read his le/eled readers out loud that in(lude his !ee"ly si#ht !ords& 4e also play #ames li"e 6empty the $u$$le #um ma(hine7 !here !e pla(e pie(es of 8$u$$le #um' onto the $u$$le #um ma(hine and as he says ea(h !ord9 he #ets to remo/e it from

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the ma(hine& :ther!ise !e play B+5;< n this #ame there is a $o!l full of si#ht !ords and as he ta"es them out he has to say them- if he says them (orre(tly he #ets to "eep them in his pile- if he does not they #o in my pile!hen he #ets a B+5; (ard- he has to put all of his pile $a(" into the $u("et& 1inally- !e !or" on readin# for (ontent- throu#h the =ourney's (urri(ulum that they ha/e at %ineral Point& The de(oda$le readers (ome !ith a !or"$oo" that has many different a(ti/ities !hi(h !or" !ith that !ee"'s lesson& 4e fo(us on the story for the !ee"- and the (omprehension >uestions as"ed a$out the te0t& Some of the pro#ress he has made !ith me has sho!n in (lass& *e does not need as mu(h help !hen readin# his le/eled readers& *e no! !or"s throu#h them on his o!n !ith minimal error& *e still has some issues !ith di#raphs and $lends- there are a fe! that he "no!s automati(ally su(h as (h. and th. $ut others he still has trou$les either pronoun(in# or identifyin#& *e still has definite issues !ith nasals- $ut 2ust in spee(h& 4hen he is spellin# or readin# them he (an fi#ure them out- $ut he still #oes to spee(h therapy for help !ith his pronun(iation of nasal sounds& *e retoo" the ST+R early litera(y test a$out a month after he started !or"in# !ith me- $e(ause he !as doin# so mu(h $etter in (lass !e !anted to see his pro#ress on paper& 4e !ere surprised to find that his s(ore dropped from a s(aled s(ore of 6?1 on :(to$er ?- 2013 !hi(h la$eled him a transitional reader- to a s(ore of 62@ on :(to$er 2@- 2013 then la$elin# him as a late emer#ent reader& 5ot lon#

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after- !e found out that his #randfather had passed a!ay and therefore !e did not (onsider these test s(ores !hen assessin# his a(ademi( pro#ress& %y re(ommendation for (ontinued instru(tion !ith this (hild is for him to (ontinue spee(h therapy for !or" on his nasal sounds& su##est he (ontinue !or"in# !ith $lends and di#raphs usin# the flash (ards- fo(usin# mostly on the ones that he stru##les !ith most& *e should "eep up !ith usin# his split !ord (ards to separate sounds in the sin#le.sylla$le !ords- $ut as he (ontinues- add t!o sylla$le !ords and (ontinue ma"in# it more (hallen#in# for him& There is no need to "eep !or"in# on synonyms and antonyms all the time althou#h the use of the #ame !ould $e a #reat !ay to re/ie! from time to time and to offer if he #ets done !ith other assi#nments >ui("ly& Considerin# his diffi(ulty !ith si#ht !ords is more pre/alent in te0t no!- !hi(h should $e(ome the fo(us !hile still !or"in# on them outside of te0t& Keep usin# his de(oda$le readers and #i/e him a plasti( hi#hli#hter strip so it is easier for him to separate out !ords one at a time to read& 1inally- he should "eep !or"in# throu#h his !or"$oo" fo(usin# mainly on the readin# for (ontent and less on anythin# else& *e should read the story and ans!er the (omprehension >uestions and possi$ly summari3e the story& Sometimes it !ould $e #reat for him to (hoose his o!n appropriate storyread it- and ans!er >uestions and summari3e it to (onne(t it $a(" to him and ma"e it more en2oya$le& :/erall $elie/e that this student has #reat potential as lon# as he fi#ures out his o!n ideas as to !hy readin# is important to him& :n(e he

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#rasps more readin# (on(epts and the /o(a$ulary $ase to $e(ome a more fluent reader- firmly $elie/e he !ill en2oy readin# more and truly $e(ome a su((essful student&