View
216
Download
0
Category
Preview:
Citation preview
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
1/27
1
Case Study-Reyanna
TE846
Colleen Kayl9/25/15
Literacy Learner Analysis ro!ect
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
2/27
2
I. Brief Background and Reason for Project Focus
Just as students come to us with a range of skills and abilities, they also come to us with
gaps and deficiencies. Each student is an individual and unique learner and what education has
proven over the years is that one size does not fit all !alencia, 2"11, p.#$1%. &n addition, being a
strong literacy learner is a key component for success in college. &t is our 'ob as educators to help
students reach their full potential and help personalize the instruction, as (ambrell 2"1)% states,
*when teachers differentiate, they are meeting the individual needs of their students without
diminishing e+pectations of sacrificing curricular rigor p. -%. he purpose of this pro'ect is to
help one focus student reach her potential as a literacy reader and writer through the use of
several evidence/based best practices including motivation, te+t engagement, modeling, and
scaffolding. (ambrell, 2"1).%
&0ve chosen to focus on one student, eyanna, an advanced learner who is however,
rarely pushed to reach her ma+imum potential. eyanna is the daughter of a family friend who is
currently homeschooled and self manages her learning. he has had a range of educational
e+periences that includes public school, online school, and traditional home school. eyanna is a
kind but shy student, who is easily overlooked in large settings and therefor receives less help or
feedback since she has learned from home for a ma'ority of her life. he loves creative writing
though struggles in science, which happens to be my area of e+pertise. he is an ideal candidate
for this pro'ect because & know that with some intervention and time spent working with literacy
strategies, she should easily e+cel in science, reading and writing.
II. Home and Family
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
3/27
#
eyanna ey% is a thirteen year old female, in the $thgrade, and is homeschooled by her
mother. ince her mother opts out of testing, & have no access to her reading level scores. & have
however frequently observed her reading poetry and anime stories. he reads independently with
ease though often struggles to read aloud, which may be due to her lack of confidence. he
attended public school for one half year in 2"13 and told me that she tested at the twelfth grade
reading level, though & have no documentation of this. ey is 4aucasian, speaks English as does
her family, and has no need for special education or supplementary programs. he lives in a very
small house and homeschools with her ) siblings.
eyanna is fortunate in that both her parents and siblings all en'oy reading. 5er siblings
have all agreed to begin a book study pro'ect once a month wherein they all read a small book or
poem and discus it together afterwards. ey says this helps unite her sisters since they are all at
different grade levels but identify topics of interest together. 5er parents are very loving and
encouraging who each hold associates degrees but no further education. 6either parent writes
regularly nor is writing required for their 'obs. he indicated that her father loves to read
7ichigan history books and that her mother has recently begun online college courses to further
her education.
III. Emotional Climate
eyanna is a sweet person but she can easily become distracted and lacks motivation for
doing her school work. he loves to draw anime and is a very creative spirit but doesn0t always
like putting her drawing book down to focus on work. 8hat motivates her most is helping her
younger siblings when they are not focused at home while doing their school work. he is very
patient and reflects best when teaching something back to others. eyanna loves taking initiative
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
4/27
3
when she sees her siblings struggling and will drop everything to help her sisters understand their
work but will seldom return to her own work.
eyanna states that she is best able to concentrate while learning in her bedroom. 5er
mother helped her create an inspiring environment to work in and her personal desk helps keep
her space and mind organized. ince her family is fle+ible with homeschooling, she often leaves
for trips with family members where she is e+pected to complete her work while being out of
town. he admits that she rarely finds the motivation to read when absent from her working
space at home.
he is best engaged in literacy activities when she can connect personally with the
material. 8hile she may disengage with certain social study or science assignments, she comes
to life when asked to write a narrative or creative piece of writing. he gets through tough te+t by
re/reading the piece over and over, sometimes up to si+ times. he also loves to take notes as she
reads and often incorporates drawings of her understanding or thoughts that come to mind.
IV. Literacy History
eyanna struggles with topics of literature that do not interest her, such a non/fiction and
scientific publications. he has a wild imagination and loves fictional stories but loses
concentration easily when asked to handle tough sub'ects. 9or e+ample, when initially meeting
with eyanna, & asked her to read the first 3 pages of her science te+t for the lesson she was
learning for the day. everal minutes after beginning, she asked if we could try something else
instead of science since *she0s not great with science. he0s not alone in her struggle with
science literacy: according to eutzel 2"11,% *the ;nited tates ranks 13 thin literacy, 1
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
5/27
)
science, and 2)thin mathematical among #3 developed comparable nations p.#=-%. ey
indicated that she has a habit of ignoring tough chapters in her science and social studies books,
which is especially harmful in her situation since she is home/schooled. he does not have the
supervision that a traditional student has, so her interaction with challenging te+t is limited. hat
is not to say, however that her household ignores all aspects of literacy. 5er mother wants to
inspire great readers by taking them to the public library weekly. ey and each of her ) siblings
have to check out a book of their choice that is over 1"" pages. &f they complete their reading
within one week and can recite a very concise summary of the main characters or theme to their
mom, they are rewarded a monetary amount. ey says this keeps them motivated to continue
reading. ey often chooses fictional books, such as the wilight series and >mine books. 8hile
the end result of reading is a positive, the fact that they are rewarded for reading leaves some
concern. >ccording to (uthrie 2"13%, e+trinsic rewards don0t always motivate students to e+cel.
5e says *tudents who read only for the reward of money, a grade, or a future 'ob are not the
best readers p. =2%. & hope to inspire the strengthening of her reading ability without using these
reward tactics.
V. Tests i!en and "ummary of Test Results
?efore beginning any interventions with eyanna, & first needed to know where she stood
in terms of reading fluency and comprehension. ince & have little access to her school records
due to her being home/schooled, & needed a baseline as to what her actual capabilities are. &
know that she speaks well and with varied vocabulary, but & needed more concrete ideas and data
to better guide my lessons. & decided fluency was an important skill to test. >ccording to
asinksi 2"11%, *@the research suggests that it has remarkable potential for improving students0
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
6/27
=
reading proficiency and that many students have not achieved adequate levels of fluency in their
reading p. 111%. he first test & gave eyanna on eptember #" th, 2"1) was the Aassage eading
9luency A9% test from the ;niversity of Bregon ;B, 2"13%. he purpose of this test was to
find whether speed and fluency were hindering or helping her comprehension. ince she doesn0t
attend publicCprivate school, she wasn0t aware of how well she scores for her age group. he is
on the honor roll, but the lowest scores she has ever received were in her = thand
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
7/27
s >lmasi 2"13% states, *@
students are able to influence and make decisions about the reading process when they are able to
evaluate their progress to determine whether their reading is successful or unsuccessful@ p.
2#-%. & concluded that perhaps her lower grades in science could be due to a different factor, such
as motivation. & will be sure to include lessons that interest her and allow her choice to inspire a
deeper learning of the te+t. & still felt the need to follow up and had her read a similar passage
*9orm $/1 ee appendi+ 4 for Aost est% after interventions on 6ovember )th, 2"1). Bn this
post/test, eyanna read 222 words and only had 1 error, which gave her the total score of 221.
his score puts her in the -" thpercentile for her age. he results verified her strong fluency skills
yet again.
&dentifying that she was reading at grade level was not enough to help assist me with
lesson planning. & needed to know whether she comprehended what she was reading. esearch
has indicated that one assessment is not adequate to test students0 abilities. 9or e+ample, !alencia
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
8/27
$
states *9rom a measurement perspective, results that are based on a few test items, even those
clustered in a subscore, generally cannot provide reliable, trustworthy information to inform
instruction 2"11, p.#$3%. & tested her reading comprehension by having her read *$/2
5edgehog E+perience ee >ppendi+ F for a sample of the reading%. he took this test online
and was asked to answer 2" multiple choice questions based upon the passage. he multiple
choice questions are designed to assess literal, inferential, and evaluative questions. Each
question is comprised of the question stem and # possible answer choices: the correct answer and
2 incorrect distractors. eyanna scored a 1=C2", which puts her in the =2ndpercentile for her
grade level ee >ppendi+ E for scoring standard%. pecifically, she answered 3C= evaluative
questions correct, )C< inferential questions correct, and
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
9/27
-
range. & would infer that she made gains since she learned some valuable techniques during
intervention to cope with content that she doesn0t understand.
VI. Lesson Plan $atri%
Lesson
%oci/&ate
'#!ecti(es
include
includingperformance,
conditions, and
criterion. tate
the CommonCore State
Standard at the
end of eachob'ective.
)nstructional *aterials what will use to
deliver the main ob'ectives of the lesson%'n-+oin+ assess*ent
to measure attainment
of ob'ectives%
-C#"C1) and
1"C2C1)
Aassageeading
9luency and
eading
4omprehension
eyanna will
develop her
analysis skillsby selecting a
te+t that
interests her
and will find #points of
evidence to
support herclaim.
tudent will
cite te+tualevidence to
support analysis
of science and
technical te+t.44..=/
$C1%
/9orm $I1 from
httpsDCCwww.easycbm.comC.
/9orm $I2 5edgehog E+perience from
httpsDCCwww.easycbm.comC
/*8etlands and 5abitat oss by Elaine7ao by www.readworks.org
/>mazonian oad Fecision ?y 5eather J.JohnsonhttpDCCeducation.nationalgeographic.comCn
ewsCamazonian/road/decisionC
/5ighlighter
/ticky notes
he main assessment &
will be using is the
Aassage eading9luency and 7ultiple
4hoice eading
4omprehension from
httpsDCCwww.easycbm.comC. & am looking for at
least a 2 point increase
in both tests over thecourse of my
intervention.
&n addition, & will
assess eyanna bytaking notes during our
session and looking for
howCwhen she losesfocus and drifts off.
&nformally, eyannawill use sticky notes to
write down questionsshe has as we are
working on the lessons.
eyanna will complete
a practice *alking to
https://www.easycbm.com/https://www.easycbm.com/http://www.readworks.org/http://education.nationalgeographic.com/news/amazonian-road-decision/http://education.nationalgeographic.com/news/amazonian-road-decision/https://www.easycbm.com/https://www.easycbm.com/https://www.easycbm.com/https://www.easycbm.com/http://www.readworks.org/http://education.nationalgeographic.com/news/amazonian-road-decision/http://education.nationalgeographic.com/news/amazonian-road-decision/https://www.easycbm.com/https://www.easycbm.com/7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
10/27
1"
the e+t with meusing an article &
gathered. 8etlands
and 5abitat oss% hewill then practice on
her own using anarticle of her choice.>mazonian oad
Fecision%
1"C
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
11/27
11
lead to her making steady gains in science ready comprehension, especially inferential skills. Bn
the reading comprehension pretest given on eptember #"th, eyanna answered ) out of fter several weeks
of data/driven and personalized lessons, eyanna answered all < inferential questions correctly
on a similar style test. ee appendi+ 9 for a sample of the Aost/est% &t was clear that eyanna
was capable of reading tough science te+ts, but she lacked the motivation and strategies to cope
with content that she showed little interest in learning. &n addition to this, eyanna showed a
positive attitude change when reading science te+ts, as indicated in her body language and
feedback. 8hen we initially began, she was reluctant to engage with the reading and & would
often find her drifting off. ?y the end of the intervention, she was eager to learn and e+cited that
she was making improvements. >s eyanna said, *9or the first time ever, & feel that & can get
through this stuff.
Bne of the biggest challenges & faced while working with ey was finding a way to help
her cope with tough te+t since she lacked motivation to try. he was not used to working with
others, so peer/mediated learning was not going to be helpful for eyanna0s literacy
development. 8ith little supervision and teacher involvement over the years, ey had developed
some bad habits while reading. he openly admitted that she simply skips over tough sections,
and that no one ever pushed her to go back and try to understand the content. & find that
particularly worrisome since she has a career goal of becoming a veterinarian or a paleontologist
and will encounter some tough te+t in the future. & used several strategies to help her overcome
these challenges. he two strategies that were most effective were *talking to the te+t and
modeling. *alking to the e+t is a technique where a reader puts down her thoughts in writing.
>s she reads, she is encouraged to use symbols, underline words she doesn0t know, and use
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
12/27
12
pictures to interact with the passage. ince ey is a very artistic and visual learner, being able to
write all over her te+t was a positive e+perience. 8hile reading the 6ational (eographic article
*4ase tudyD he >mazonian oad Fecision 2"1)% by 5eather Johnson, ey was able to make
sense of words she didn0t know by drawing all over the margins and making personal
connections with the content. ee >ppendi+ ( for work sample%. &n addition, she practiced this
technique a second time while reading *AaleontologistD Fr. ouise eakey 2"12% by tuart
hornton. ee >ppendi+ 5 for work sample%. he really responded to this technique since it
made her aware of when she was struggling so that she could seek out the answers. &n addition,
you can see the growth and comfort with this technique as indicated by the increase in interaction
with the te+t in from appendi+ ( to appendi+ 5.
>lthough modeling was not a technique & initially focused on, after 2 sessions it became
apparent that this strategy would prove to be highly beneficial. ince she doesn0t have a *typical
teacher and is self/managed, she doesn0t have a great reference point towards what is acceptable
and what isn0t. & modeled the technique *alking to the e+t for the first half of the article
before asking ey to do so for *4ase tudyD he >mazonian oad. ee appendi+ & for my
modeling sample% his revealed two unplanned and e+citing results. &t felt like a break/through
in her learning that will have lasting benefits. 9irst of all, ey was able to see that even
e+perienced readers, such as myself, stumble upon parts of the reading that don0t make sense.
9or e+ample, while reading the article, & wasn0t sure where the *western edge of the >mazon
iver basin was, nor was & entirely sure of what the word *contentious meant. ee appendi+ &%
his lead to an increase in her confidence, which ultimately improved her motivation. econdly,
she realized that everyone, no matter their age or rank, makes personal connections with the
reading. 9or e+ample, while & was reading the passage form >ppendi+ &, & spoke aloud about how
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
13/27
1#
the phrase *illegal loggers made me think of that as *poachers of trees. &n addition, she saw me
talking aloud what how & wonder what the *>sheninka way of life is and how their society must
be entirely different from ours. ee appendi+ &%. ong term gains can be made in her education
if ey can maintain this enthusiasm and confidence and apply it while learning alone. >s
(ambrell 2"13% stated, *iteracy motivation often makes the difference between superficial and
shallow learning and learning that is deep and internalized. 4learly, students need both theskill
and the will to become competent and motivated literacy learners p.1).%
&f & had to go back and repeat these lessons with eyanna, & would be sure to always begin
each teaching technique with adequate modeling time. & wasted valuable time trying to get
eyanna feeling comfortable and confident talking about her learning. ?ased upon her body
language and comments, she felt like she was already behind and the only student who struggled.
& should have demonstrated every technique myself to help her realize that making mistakes and
re/reading is normal and e+pected. >s 9isher 2"11% said *>s teachers think aloud, they do not
simply e+plain or demonstrate what they did, but rather they highlight the process they used to
reach understanding p.#=1%. &n addition, & would have given her some independent work at
home to see if she could apply some of the techniques on her own in her regular work space.
5aving that feedback would have been helped me modify each technique to her own learning
style. & could have also given her different strategies to tackle motivation as she developed these
strategies on her own.
8ith data/driven lessons and implementing small changes while teaching, & was able to find
methods that eyanna best responded to while dealing with tough te+ts. &f time permits, & would
love to continue working with eyanna to help her achieve her future goals. & am invested in her
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
14/27
13
education and she shows the will to learn: therefore & will strive to help her succeed when she is
struggling. & know eyanna will be an outstanding student if she can apply what she has learned
in our sessions and take the steps to improve. >s (uthrie 2"13% said, *8hen students can
identify the links across contents of reading, and perceive themes in the substance of their
reading materials, they gain a belief that they can succeed in reading and writing about the te+t
p.
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
15/27
1)
an e+ample and a reference point. his strategy both increased her confidence and her motivation
to learn.
& would recommend that eyanna continue to develop these skills to cope with tough
reading te+t in all content areas. he will greatly benefit from realizing when she is struggling to
tackle tough te+t rather than ignoring them as she has done in the past. ince eyanna has a
career goal of becoming a veterinarian or paleontologist, she will encounter tough reading
assignments. &f she remembers to challenge herself when she is struggling and become aware of
her learning, eyanna will continue to make literacy gains, especially in reading comprehension.
& would recommend that she continues to push herself to read non/fiction books and articles
about animal care, careers in veterinarian medicine, and current events in science. Engaging with
te+ts that correspond to her career goals and interests, using the techniques we practiced together,
will ensure success in future college classes.
To t#e +arents or guardian of Reyanna )osc#,
&t has been a pleasure working with your daughter for the past several weeks. ?efore
beginning, & needed to gain a better understanding of her strengths and areas of need to help her
improve in the area of science literacy. he was tested for both general fluency and reading
comprehension. Bn her fluency pretest, she scored in the $fter personalized sessions and several
teaching strategies, eyanna scored in the -
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
16/27
1=
questions correctly. his demonstrates that the interventions were successful and lead to gains in
her literacy skills. & have outlined a few strategies below that she found helpful that she can apply
to any sub'ect area in the future.
he strategies that eyanna responded best to were *alking to the e+t and modeling.
ince eyanna hasn0t had much time working with peers, she was not aware that all readers,
despite their age and role, struggle with and make personal connections with the reading. alking
to the e+t allows students to interact directly with the te+t and become aware when they are
struggling, what they likeCdislike, and what they still have questions on. he was slightly
reluctant to attempt this on her own, so & modeled how to do it. eyanna was able to see that
even an e+perienced reader, such as myself, struggles with some of the reading materials and it is
alright to question what you are reading. his strategy both increased her confidence and her
motivation to learn. he told me that seeing someone else have the same e+perience that she did
made her realize that it0s normal to stumble at times. ou can easily model how you read tough
te+t by reading aloud and showing her where you struggle, or when you reach a sentence that
doesn0t make sense.
& would recommend that eyanna continue to develop these skills to cope with tough
reading te+t in all content areas. he will greatly benefit from realizing when she is struggling to
tackle tough te+t rather than ignoring them as she has done in the past. he will be able to apply
these strategies to her career choices in the future. 9urthermore, & would also recommend that she
continues to push herself to read non/fiction books and articles about animal care, careers in
veterinarian medicine, and current events in science. Engaging with te+ts that correspond to her
7/25/2019 LiteracyLearnerAnalysisProject _Kayl 12.13.15
17/27
1.E. 9arstrup Eds.%, 8hat esearch 5as to ay >bout eading
&nstruction 3th ed.%, p.#$)%. 6ewarkD FED &nternational eading >ssociation.
Johnson, 5eather 2"1), >ugust 1"%. 4ase tudyD he >mazonian oad.National Geographic.
>ugust 2"1)%
(ambrell, ., 7alloy, J., 7arinak, ?., M 7azzoni, . 2"13%. Evidenced/?ased ?est Aractices in
4omprehensive iteracy &nstruction. &n . ?. (ambrell M . 7andel/7orrow Eds.%,?est Aractices in iteracy &nstruction )th ed.%, pp. #/#=%. 6ew orkD (uilford Aress.
(uthrie, J.2"13%. ?est Aractices for 7otivating tudent to ead. &n . ?. (ambrell M .7andel/7orrow Eds.%, ?est Aractices in iteracy &nstruction )th ed.%, p.=2, pril 3th% AaleontologistD Fr. ouise eakey.National Geographic.
>pril 2"12%
eading 4omprehension and 9luency Are est. ;niversity of Bregon 2"13%. Eugene, BD
etrieved on eptember #"th, 2"1) from www.easycbm.com
!alencia, . 2"11%. ;sing >ssessment to &mprove eaching and earning. &n .J. amuels M>.E. 9arstrup Eds.%, 8hat esearch 5as to ay >bout eading &nstruction 3th ed.%,
p. #$3/#$), #
Recommended