Mary Houk

Case Study
TCH 306

Math
Language function Describe whether the work function in the way it is intended? For example, if
the work is intended to compare and contrast, does it adequately do so? If not,
why not?
explain what the student
will actually do
The language function was intended for students to solve rate
(observable verb)
problems in order to find the distance, speed or time, along with
conversion problems for measurements. The quiz adequately
supports its function because the questions being asked are clear
and easy to understand. Even though this student got majority of
the problems incorrect, the questions matched the purpose and
function of the assignment.
Vocabulary and symbols Is the use of vocabulary and symbols adequate, appropriate, and accurate? For
example, are the content specific words used appropriately or are they avoided
altogether?
terms or concepts that
are necessary to perform
The vocabulary used on this math quiz was appropriate and
the function
accurate for the students based on the content they have been
learning. While using the formula D=RT, each variable to the
equation is stated for what it represents. The questions being
asked are appropriate, such as what is the distance or find the
speed. Additionally, the conversions were provided so students
did not have to memorize any facts or information. The content
specific words in every problem on this assessment is rate. This
word is used appropriately because students are using basic math
computations, such a multiplication and division, to solve for
distances, speeds, time, or conversions.

Discourse Does the discourse use match the expectations for the setting? For example, are
complete sentences used? Are abbreviations or slang terms used? If so, how
does this add to or detract from the message being received?
how members of the
discipline talk, write,
The discourse the student engaged in does not fully match the
communicate - what do
they create expectation for the setting. Students were required to show their
work and thinking while solving these problems on a quiz. This
student began showing their work on the front page however, on
the back page this student only wrote the answer. This detracts
from the message being received because this student did not
properly follow the function of the assignment.

Syntax Is the syntax appropriate? For example, do math problems demonstrate

adherence to clear rules and procedures? Are rules followed adequately, given
the task?
the rules for organization
of words or symbols
together. what rules or The syntax is appropriate for this assessment. The questions are
conventions must clear and concise and within the questions students are given
students follow to be proper equations to use. The students work does not reflect
clear in their discourse? him/her adequately following these rules and equations. On the
first page of the assignment, the student did not follow the
equations provided. Additionally, the student failed to provide
 work when following given equations or writing out conversion
ratios.

Problematic Situations would be appropriate for getting

Phase 1: Activating &
Connecting
Phase 2: Monitoring & Checking
Phase 3: Consolidating &
Reconnecting
Phase 4: Extending & Reflecting
students involved and interest in the topic of rates and
conversions. Starting class with an authentic cooking
example and asking students about measurements and
measuring cups in a recipe.
Interactive Notebook would work well in this classroom
due to a wide variety of academic levels students are at.
An interactive notebook would allow students to write
notes, problems, or questions and the teacher can check
their understanding and answer questions within it.
Somebody Wanted But So is an activity that would work
well with the cooking example discussed in phase 1,
because the teacher can create scenarios dealing with
converting measurements.
Example: The principal wanted to bring liters of soda for
all the sixth graders, but she needed to know how many
cups are in a liter, so she converted cups to liters to figure
out how much to buy.
Social Action/Inquiry could be implemented for creating a
plan for a field trip using the D=RT formula. Students
could choose a location or distance and map out the
speed and time it would take to get there.

Provide a summary that describes student academic strengths and other positive qualities that
will assist in growing his/her personal development.

This student started off strong on the front page showing their work and providing steps for
how they might have gotten their answer. The grade reflects that this student may have some
understanding of the concepts, but it is encouraged to keep practicing. I would suggest that the
student rewrite the formula, underline key words, and write down information given to better
assist is solving problems. The work the student provided made it clear they are confident in
multiplying or dividing which are great basic mathematical skills to understand and follow.
Social Studies
Student responses (difficult to read due to light color pen student wrote in):
1. “the struggle we put in this country that fears and every about freedom we got”
2. “women had hard times. they got hurt by men and some women did not live”
3. “the leaders that made us here today. the freedom we got from them.”
4. “yeah because we get vote women because can be president if they want”

Language function Describe whether the work function in the way it is intended? For example, if
the work is intended to compare and contrast, does it adequately do so? If not,
why not?
explain what the student
will actually do
The language function was intended for the student to write
(observable verb)
responses to reflection questions on a video they have been
watching in Social Studies about the Women’s Suffrage. Student
were to include examples from the video, class discussions, and
personal thoughts.

Vocabulary and symbols Is the use of vocabulary and symbols adequate, appropriate, and accurate? For
example, are the content specific words used appropriately or are they avoided
altogether?
terms or concepts that
are necessary to perform
The vocabulary is appropriate and accurate given the current
the function
topic of study. The questions asked included key vocabulary
words that have been discussed in class many times along with
usage in the movie. Content specific words include: women's
suffrage, 19th amendment, equal rights, equality, protests, and
voting. The student included many of the vocabulary words in
his/her response including; freedom, leaders, vote, and hard
times. Within the assignment and student work, the vocabulary
was used accurately and appropriately.

Discourse Does the discourse use match the expectations for the setting? For example, are
complete sentences used? Are abbreviations or slang terms used? If so, how
does this add to or detract from the message being received?
how members of the
discipline talk, write,
The discourse matches the expectations for the setting. Students
communicate - what do
they create were required to use complete thoughts and sentences in their
reflection, provide details from the video and how they feel about
the topic. The sentence structure in this students writing is not
quite in complete sentences, but they provided all the necessary
information that was being asked.

Syntax Is the syntax appropriate? For example, do math problems demonstrate

adherence to clear rules and procedures? Are rules followed adequately, given
the task?
the rules for organization
of words or symbols
The syntax is appropriate for this activity because students are
together. what rules or
conventions must using their writing skills to reflect on the video they have been
watching and follow the discourse of the assignment. The rules
 students follow to be are adequately followed by this student because they included
clear in their discourse? key vocabulary words and statements from the video in their
responses.

Brainstorming the main ideas or what will happen in the

Phase 1: Activating &
movie about the Women's Suffrage will allow for students
Connecting
to begin predicting and picturing what these scenarios
(BLL Ch. 7)
actually looked like.
SQ4R is an activity that would work well with the movie. If
the teacher and students agree that the “S” represents
Phase 2: Monitoring & Women’s Suffrage. Throughout the movie students would
Checking be asked to think of questions they have for the “Q” and
(BLL Ch. 8) record any observations or feelings they have for the “R.”
The last two “R’s,” recite and review, will begin the
discussion and reflection of the movie afterwards.
Phase 3: Consolidating & Sound Bite could be turned into a summative project for
Reconnecting students. They could create videos or presentations sharing
(BLL Ch. 9) key concepts of the movie.
Propaganda campaigns is an excellent activity for a social
studies class. The reflection sheet students filled out asks if
Phase 4: Extending &
men and women are treated fairly today, why or why not?
Reflecting
This question could be turned into a campaign where
(BLL Ch. 10)
students take a stand and share their opinions or research
with others.

Provide a summary that describes student academic strengths and other positive qualities that
will assist in growing his/her personal development.

The student answered the questions with great thought and personal reflection. I could tell the
student had an accurate understanding of the topic because of the vocabulary used in the
responses. The student brought up excellent points about presidency and leaders helping us get
here today. I would encourage the student to include more detail to assist in fully completing
their thoughts.