Professional Documents
Culture Documents
BY SARAH MOTIS
VANDERBILT UNIVERSITY-EDUC 6420
Puzzle Child Case Study 2
Introduction
Frozen Elementary School is an urban school located on the outskirts of a southern city.
The three main primary languages at the school are English, Spanish, and Arabic. In total, the
school has 23 primary languages that are spoken. The school has a positive environment for the
students and the teachers. The teachers seem to work well together and collaborate during
Professional Learning Community (PLC) meetings. The literacy coach at the school is very
knowledgeable about the school and has built productive relationships with the teachers. Frozen
Elementary uses a balanced literacy program, including time for read-aloud, shared reading,
interactive writing, shared writing, guided reading, writers workshop, and word study.
The fourth-grade classroom being observed is an English Language Learner (EL) support
class both in the morning and in the afternoon. The class is small and includes Arabic and
Spanish speaking students. Some of the students are brand new to the school and some of them
have been there for a year or two. All the students are ELDA (English Language Development
Assessment) levels 1 to 3. The students appear to like their teacher and are open to helping the
other children in the class who speak the same language. The classroom has individual desks for
the students, a large table for guided reading, a carpeted area, and computer work stations. There
is a word wall, student work, and anchor charts on the walls. Observations occurred during the
afternoon when language arts centers/guided reading and whole group instruction were taking
place. The centers included some children dot painting English words, some children working at
the computers, and some children doing guided reading with the teacher. The whole group
instruction was about writing exaggerated sentences. During these observations, most of the
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students seemed to be engaged in the lesson or center work. The focus student for this case study
This case study focuses on a student named Elsa. She is 9 years old and in 4th grade. Her
family is from Honduras and she speaks both Spanish and English. This will be her second full
year at Frozen Elementary. Elsa explained that she only went to school from 8am to 11am in
Honduras, so she did not have as much instructional time. At Frozen Elementary, she is an ELDA
Level 2, which means her English language is emerging. She is in a regular classroom for part of
the time and is part of the above EL classroom for all of her language arts. Before beginning
assessments in the fall, the teacher in the EL classroom said that Elsa was reading on Fountas &
Pinnell Instructional Level G, but she has made a lot of progress throughout the year and is now
reading at Level L. Elsa is a resource for her EL peers. She speaks in Spanish to help her peers
understand directions in the classroom and speaks in English to engage in conversation with her
teacher. She enjoys reading and writing, playing ball, and playing with her baby cousin. Elsa
says she might want to be a teacher or an artist when she grows up.
Attitude Survey, Qualitative Reading Inventory (QRI) word lists and passages, a writing
assessment, the Single Syllable Decoding Inventory, the Dolch sight word lists, the Phonemic
Awareness Screener Assessment, and a Running Record (Appendix items 1-8). Based on these
pretests, the following information was determined. Elsas was just barely instructional on QRI
First Grade according to her QRI assessments (Appendix items 2-3). She was independent on
primer level word lists and passages, but borderline instructional/frustration on first-grade level.
Based on her comprehension, it was determined that she was instructional on the first-grade
level. She was a Fountas and Pinnell Level I based on her running record in November
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(Appendix item 8). She knew 90% of first grade and 83% of second grade sight words
(Appendix item 6). She scored 80% or above on each section of phonemic awareness (Appendix
item 7).
Areas of Need. The intervention focus areas for Elsa were in decoding, especially r-
controlled vowels, vowel-consonant-e, and vowel teams (Appendix item 5). Another area of need
was her writing structure/handwriting (Appendix item 4). When looking at her writing, she had
one long run-on sentence and she had some backwards bs and ds (Appendix item 4). One other
area of need was fluency/prosody (based on the QRI-Appendix item 3) because she read very
slowly and mostly word by word, with a couple phrases here and there, without expression.
Many of her areas of need were a result of her status as an ELDA 2 (Emerging Language). When
looking at Elsas writing in Spanish, her spelling in Spanish was very good and her weakness in
English spelling may have been a result of the fact that English vowels are a lot more varied and
complex than vowels in Spanish. Most of the assessments took place outside of the classroom at
tables in the hallway or in the literacy coachs book room. Both locations were quiet locations,
which made it easy to work with this student away from distractions.
The intervention consisted of 8 lessons (once a week) that were 30 minutes each. During
each lesson, the focus was word study, fluency practice, and writing practice because of the pre-
test assessment data found above. A summary of the materials used for intervention can be found
in Table 1.1 (Note: Only 2 graphic organizers were used during the intervention lessons).
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Poems N/A
word study, the lessons included sorting words, hunting for words in a passage, and practice with
writing words on a whiteboard. For fluency/prosody practice, activities used were repeated
readings and practice with reading with expression. Writing practice included writing
paragraphs, writing using graphic organizers, and writing on a whiteboard. A writing checklist
(Figure 1.1) was used to help the student to self-assess her own writing.
Figure 1.1
There is an example of one of the intervention lessons as Appendix item 9. Throughout the
intervention, repeated assessments were done with Elsa using running records and the writing
checklist above. Elsa did very well on the running records administered. She seemed to go up a
level every time she came for intervention. The writing checklist helped Elsa to remember to
check her writing for complete sentences that made sense, capital letters at the beginning of each
sentence, and punctuation at the end of each sentence. Her fluency (based on rate) on her first
read of a text and on a second read of the text are shown in Figure 1.2.
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Based on the graph above, Elsa had the fastest rate (words per minute) when reading poetry. She
also read an independent passage faster than instructional passages. Repeated readings definitely
helped her increase her rate as all of her second reads were faster than her first read. The graph
above does not measure prosody. From observation, however, Elsas prosody also improves after
The Single Syllable Decoding Inventory, a Running Record, a writing assessment, the QRI word
lists and passages, and the Dolch word lists (Appendix items 10-14). It was not necessary to re-
do the Phonemic Awareness Screener Assessment because Elsa performed so well on this test at
the beginning of the year. Assessments were done before, during, and after the intervention in
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order to track Elsas progress. Here is a chart Table 1.2 comparing her performance in the fall to
Dolch Sight Words 90% First Grade Words 100% Second Grade Words
83% Second Grade Words 93% Third Grade Words
Writing Had backwards bs and ds, had one long run No backwards bs and ds, uses complete
on sentence with very little punctuation, and sentences and punctuation (but no commas),
had a lot of spelling errors and spelling is improving
Based on the assessment data, Elsa has made much progress in reading and writing this year! Her
decoding ability is getting much better. She is more confident when reading words, and she
orally explained that she has learned new words from the intervention. Her sight word
knowledge is above her instructional reading level. Her comprehension of both fiction and
nonfiction instructional texts is high based on Appendix item 13 and discussions with the
student. All of her assessment scores have increased from the fall to the spring. The one area
where there was not as much progress was in fluency. Elsas rate is still below what would be
expected for her reading level (Figure 1.2). The expected rate for second grade is closer to 90 to
100 wpm. It is recommended that Elsa continue to get intervention services for fluency/prosody
practice and for continued word study. Even though her decoding ability is getting stronger, Elsa
still needs support in working with vowel-consonant-e words, vowel team words, and
multisyllabic words (Appendix item 10). Towards the end of intervention, the different sounds
that ed can make were a focus of the intervention, but it is recommended that Elsa continue to
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do word study with word endings. Also, Elsa can continue to practice writing, so that she is able
Elsa has responded well to the intervention, but it is not just the intervention that has
contributed to her progress. She is also in an EL language arts classroom every day with a
teacher who is knowledgeable about how to help EL students. She has been successful because
of the intervention paired with her EL class support. She was successful throughout the
intervention because she worked hard, she was able to focus on the activities, and she seemed to
enjoy working one-on-one. Some of the activities that worked the best for her were using graphic
organizers and checklists as a tool for organizing her writing, doing repeated readings, sorting
Some of the challenges while implementing this intervention program were finding
leveled texts that would be appealing to the student, deciding on what to focus the intervention
on, and deciding which activities to include in the lessons. The literacy coach at Frozen
Elementary has a large book room with a variety of leveled texts, but a lot of time was spent
going through the books to find the ones that would most interest the student. I found that the
student enjoyed reading informational texts more than she liked reading stories. Also, it was hard
to figure out what to focus the intervention on each week. I wanted to have a balance between
word study, fluency practice, and writing. It was not always possible to cover all three
successfully. Sometimes the lessons had to be adjusted to fit within the 30-minute block by just
focusing on two of the areas of need. To account for this, I would often try to cover whichever
one was missed in the next lesson. Lastly, it was challenging to figure out which activities would
be most engaging and educational for the student. Class readings and research were consulted to
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decide on what activities might be considered best practices. For the most part, the activities
I have learned so much from working with Elsa this year! One of the most important
elements of my intervention was assessment. Throughout this project, I have had the opportunity
to use many different kinds of assessments. I liked the Reading Conversation Survey because it
gave a general overview of student attitudes about reading. The Qualitative Reading Inventory
word lists and passages were very helpful for determining my students reading level. I could
also use the QRI in the future as a screening tool to learn about other students use of background
knowledge, miscues while reading, oral prosody, and comprehension. The Single Syllable
Decoding Inventory and the Phonemic Awareness Screener Assessment are both useful screening
tools to see if a child is struggling with decoding or phonemic awareness. Running Records are a
great progress monitoring tool because they can be done informally and can be done often. A
teacher can do a Running Record over the shoulder of a child without it being an actual test.
Running Records help teachers to see which kinds of books a student is reading independently
and allows teachers to see which types of strategies students are using as they read, such as
visual, meaning, and syntactic cues. I think writing assessments are also a valuable tool to see a
childs spelling and to see what they already know about writing. Writing assessments can also
Also, I was able to practice writing one-on-one lessons for a student during this project. It
was a different experience than writing whole class lessons because I had to carefully tailor the
instruction to fit my students abilities and interests. In the process of writing and conducting
these lessons, I was able to put some of the activities that I had learned about in class into action.
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I now have a list of various ideas for teaching different facets of reading. I will include this
master list that I have created at the end. It has been helpful for me for planning out my lessons.
In the future, I plan to use what I have learned about assessment and instruction to help
other individual children who struggle with reading and writing. I now have the tools to pinpoint
some of the areas where a student struggles, to provide intervention to address those areas of
growth, and to evaluate whether the intervention works for that student.
Fluency Strategies
1. Decoding and Comprehending Simultaneously
2. Accuracy, Rate, Prosody/Expression, Comprehension
3. Repeated practice
4. Choral Reading
5. Readers Theater
6. Echo Reading
7. Increased time for independent reading
8. Self-regulation/monitoring
Comprehension Strategies
1. Close Reading
2. Looking for Text Features/Text Structure
3. Predicting
4. Finding the Main Idea/Big Idea
5. Using Background Knowledge
6. Visualizing
7. Retelling/Summarizing
8. Making Connections
9. Asking Questions
10. Inferences
11. Using Graphic Organizers
12. Character Analysis/Point of View
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Vocabulary Strategies
1. Vocabulary Games
2. Repeated exposure/practice
3. Semantic Mapping
4. Intentional instruction
5. Teach about Morphology- roots and affixes
6. Cognate Instruction for EL students
7. Careful Selection of Vocabulary
8. Integrated Across Subjects
9. Different types of Academic Language
10. Vocabulary skits or cartoons