Running head: CASE STUDY ABOUT TRACY 1

Bachelor’s in Education Degree

Name: Salliesha Hall

St. Joseph’s Teachers College

Course Name: Addressing Children’s Literacy Development

Course Code: LA300PRB

Lecturer: Mrs. Hylton-Laidley

Class: 3B

ID #: SJ20170914
CASE STUDY 2

Tracy is a twelve-year-old grade six student who attends the New Times Primary School.

Tracy is unable to differentiate the letters ‘b, p and d’, she cannot decode words and she is

also unable to read syllable by syllable.

Tracy is unable to differentiate the letters ‘b, p and d’ because she has a learning disorder

which is letter reversals caused by dyslexia. Dyslexia can be defined as a language-based

learning difference which mainly affects spelling skills and reading which is primarily

associated with letter reversals Freeman, (2014). A probable cause of Tracy having dyslexia

is that it might run in her family. According to the British Dyslexia Association (BDA)

dyslexia seems to be connected to certain genes that influence how the brain handles reading

and language, as well as risk factors in the environment. Due to the fact that Tracy is a

dyslexic student it has a influence on her literacy development because she may have

difficulty processing and remembering information that she see and hear which can

negatively impact her learning and acquisition of literacy skills such as letter knowledge,

phonological awareness, print motivation, print awareness, vocabulary and narrative skills.

What is decoding? According to reading rockets.org, decoding can be defined as the

capability to utilize your knowledge of letter-sound relationships, which includes the

understanding of letter patterns to correctly pronounce or say words that are written. Tracy

was unable to decode words because she might suffer from attention problems which might

be a result from either Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity

Disorder (ADHD). Tracy attention span is low when it comes to focusing on word patterns,

chunks of words, individual words which leads to her unable to decode words. Because of

Tracy being unable to decode words it will have a toll on her literacy development because

she will not be able to identify words and multisyllabic words, she does have the ability to
CASE STUDY 3

recognize words that are familiar and know how to figure out or pronounce words that she

had never seen before.

In addition, the class the teacher also revealed that Tracy reads syllable by syllable. After

research it can be proven that dyslexia are not only a difficulty associated to reading.

Children with this difficulty tend to demonstrate impaired prosodic processing or speech

rhythm, in other words, they struggle to detect stressed syllables according to Rose, (2009).

This will affect Tracy’s literacy development because she will have poor reading

comprehension skills because she has poor reading fluency and might find reading

comprehension very difficult. Tracy can be challenge by word recognition, she might tend to

forget simple words that she see on a regular basis and also she may spend a lot of time to

attempt in calling or pronouncing words out, until she loose the meaning of the passage or

statement and may need to read the passage or statement continuously until she fully

understand what is being said.

CASE STUDY 4

Week 1

Grade: 6

Date: December 4, 2020

Term: 1

Subject: Language Arts

Topic: Syllables

Objectives: At the end of the lesson students will know:

1. What is a syllable. (cognitive)

2. The importance of syllable. (psychomotor)

3. Usage of different strategies for syllables. (affective)

Methodology

Engage

 On the board the teacher will write a name of a book called the ‘Chocolate Fever.’ The

teacher will then proceed to define the concept of syllables and then begin to pronounce

‘Chocolate Fever’ by syllables. The teacher will put emphasis on the fact that once students

gets the understanding of syllables in words, they will see a difference in how they pronounce

words.

Differentiation

The teacher will have Tracy watch a short video from YouTube.
CASE STUDY 5

https://www.youtube.com/watch?v=epk-hnVC10k

After Tracy is finished watching the video, the teacher will ask the following questions:

1. What does she think the video is about?

Expected answer- Syllable

2. Explain what she thinks a syllable is.

Expected answer- A syllable is a letter sound or sounds.

3. One way in which she can do syllables.

Expected answer- clapping

4. Two types of syllables mentioned in the video.

Expected answers- Open and closed syllables

Explore

From the story ‘Chocolate Factory’ the teacher will choose some words at random and write

it on the board. The teacher will then ask the students to call each of the words that are

written on the board. The teacher will the proceed by demonstrating to students how to clap
CASE STUDY 6

out the number of syllables. Afterwards the teacher will then perform a think aloud of how to

decide on how syllables can be break apart.

Example: The word MACHINE would have two claps. The teacher will ask students to

repeat the clapping with the same word. Each time the students claps, the teacher will go

ahead and underline the syllable on the board to reinforce the students understanding visually.

The teacher will do a repetition with several different words until students have adequate

understanding.

Differentiation

The teacher will play a game with Tracy called ‘Syllable Clapping.’ During this activity,

the teacher will help Tracy to identify syllables that are spoken in words by clapping for

each syllable. When Tracy can hear and identify syllables she learns how to read and

spell. The teacher will instruct Tracy to place her hand on her chin and say the words

slowly so that she will feel when her mouth is going down. The teacher will ensure to

explain to Tracy that whenever her chin goes down, she is saying another part of the

same word. When the teacher is clapping out the syllable, she will ensure to hold out

her hands wide apart when saying each syllable. The teacher will make big claps so that

Tracy can see and hear the number of syllables in each word. The teacher will have

Tracy clap and say the syllable at the same time. The teacher will just have Tracy focus

on clapping syllables while she says the words instead of asking how much syllables are

in a word because it might be difficult for her to remember.

Explain

The teacher will distribute worksheets to students so that students can determine how much

syllables are in each word and write it down. The teacher will instruct students that to

determine the number of syllables in each words that’s on the worksheet, they can use the

clapping technique or they can use the underlining method that was shown to them earlier on
CASE STUDY 7

in the lesson. The teacher will clear up any misconceptions that students are facing when

completing the activity by making herself available to help students when she walks around

to check if all students are on the right track.

Differentiation

Jumping syllables

In this activity the teacher will teach Tracy to separate different words into syllables.

Tracy will know how to move around syllables to make ‘silly words’ which will give

Tracy more practice of manipulating different sounds. The teacher will review with

Tracy that words can be broken into syllables and that vowels are in each syllable.

Examples will be given orally by the teacher breaking up words into syllables.

Afterwards the teacher will use one of the words as an example to direct Tracy so that

she can identify the syllables in the word then afterwards the teacher will tell Tracy to

move one of the syllables and add to a different part of a word. Example, the word

rubber, Tracy would move pie to the end of the word making the word berpie. The

teacher will explain to Tracy that making syllables jump to different places in words

and therefore she will be making a new sill word which does not have a meaning.

The teacher will begin with compound words and use words that contains two-syllable

because this will be easier for Tracy. The teacher will manipulate different syllables

from multisyllabic words by providing game chips so that each syllable can be

represented. Tracy will move the game chips around to form new words.

Elaborate

The students will be given a list of words and ask to clap out the number of syllables. The

teacher will go over and give a review on what is syllables and why syllables are important.

The teacher will instruct the students to use the words given to them to make sentences.
CASE STUDY 8

Evaluation

At the end of the lesson Tracy had a problem with word recognition and breaking up words

into syllables.
CASE STUDY 9

Week 2

Grade: 6

Date: December 9, 2020

Term: 1

Subject: Language Arts

Topic: Rhyming Words

Objectives: At the end of the lesson Tracy will be able to:

 Know the definition of rhyming.

 Match rhyming words.

 Identify rhyming words.

Methodology

Engage

The teacher will ask Tracy if she has an idea of what she thinks rhyming words are.

Expected answer: Rhyming words are words that sound alike.

The teacher will ask Tracy to listen keenly to the words that are going to be called and touch

her ears each time that she hears a rhyming word.

Words:

hip, dip

hi, bye

cat, hat

do, and

The teacher will then proceed to assess Tracy understanding of rhyming words.

Explore

The teacher will read aloud a rhyming picture book called ‘Cat in the Hat.’ The teacher will

show Tracy each picture within the story book so that she could have a visual representation
CASE STUDY 10

of the different characters with the story. At the end of a rhyming stanza the teacher will

pause to see if Tracy can predict the rhyming word that follows next.

Explain

The teacher will read the book to Tracy once more and tell her that she will be a rhyme

detective and that she should listen keenly and this time rub her nose for the rhyming words

that she hears. Each time that Tracy touches her nose the teacher will stop reading and ask

Tracy to identify and try to spell each word that she heard. The teacher will encourage Tracy

to take her time and pronounce the words and break them into syllables. The teacher will

write all the rhyming words that Tracy heard on an index card them place them in the pocket

chart. At the end of the story the teacher will put all of the index cards on the table then mix

them up then ask Tracy to find the rhyming words, say them out aloud and spell them out

aloud.

Elaborate

The teacher will introduce Tracy to a rhyming game. The teacher will give her a sheet with

different set of words and ask her to colour each word that are rhyming words. The teacher

will indicate to her that the less rhyming words she colours the more she loses.

Lastly the teacher will call out some words and ask Tracy what she thinks rhymes with it.

Evaluation

At the end of the lesson Tracy was able to match words that rhyme together and identify

rhyming words that where read in a story to her.

CASE STUDY 11

Week 3

Grade: 6

Subject: Language Arts

Topic: Identifying the letters B, P and Q

Objectives:

At the end of the lesson the student should be able to:

 Identify the letter B, P and D. (psychomotor)

 Can differentiate between the letters B and D. (affective)

 Know the different letters of the alphabet. (cognitive)

Methodology

Engage:

The teacher will engage Tracy in the alphabet song and ask Tracy to sing along with her. The

teacher will have index cards while singing to show Tracy the different letters of the alphabet.

Explore:

The teacher will then proceed to play a game called ‘Vanishing Alphabet Index Cards.’ The

teacher will place the index cards in front of Tracy with all the letters of the alphabet and then

ask Tracy to close her eyes. The teacher will take out some of the letters then will ask Tracy

to open her keys and look keenly and say aloud which letters are missing from the alphabet.

Explain:

On the board the teacher will write some words and ask Tracy to say which letter does each

word begins with. The teacher will call out each word and ask Tracy to repeat after her.

WORDS

BOLD

BRAVE

APPENDIX
CASE STUDY 12

DIVINE

QUILT

QUESTION

QUERRY

DRUNK

DRAPE

COLD

The teacher will repeat each word with Tracy one more time then ask her to call them on her

own.

Elaborate:

The teacher will say what sounds does B, D and Q make. The teacher will ask Tracy to give

examples of words beginning with B, P and Q.

The teacher will sing the alphabet song again with Tracy and show her the different alphabets

that are on the index card. The teacher will then hold up each letter on the index card and ask

her to say it.

Evaluation:

At the end of the lesson Tracy could somewhat identify the letters B,

D and Q. Tracy had a bit problem when it was her turn to call the words off the board. Tracy

was not able to find all the letters that was missing from the alphabet and was unable to

recognize some of the words on the board.

CASE STUDY 13

Week 4

Subject: Language Arts

Topic: Prefix

Objectives:

At the end of the lesson Tracy would be able to:

 Identify prefixes within a sentence or paragraph. (cognitive)

 Know what a prefix is. (affective)

 Count the number of syllables in a word. (psychomotor)

Methodology

Engage:

On the board the teacher will draw a table and place some broken words to show that when

put together they produce a new word.

The teacher will ask Tracy what she think the topic is.

Expected answer- Prefix

The teacher will explain to Tracy that a prefix usually changes the meaning of the base word.
CASE STUDY 14

Explore:

The teacher then proceeds and write the word UNHAPPY on the board. The teacher will

show that UN is the prefix, and it is placed in front of the word HAPPY which makes a new

word and a new meaning.

UN + HAPPY= UNHAPPY

The teacher will write on the board examples of prefixes.

EXAMPLES

RE+DO= REDO

PRE+ORDER= PREORDER

MIS+UNDERSTOOD= MISUNDERSTOOD

Explain:

The teacher will give Tracy a small paragraph for her to read, pick out and write all the

prefixes that she sees within the paragraph. The teacher will remind Tracy that prefixes are

found at the front of the word.

Elaborate:

The teacher will clear up any misconceptions that Tracy has while she is trying to understand

prefix. Afterwards the teacher will give Tracy some words to count the number of syllables

that she gets while trying to pronounce the words.

Evaluation: `
CASE STUDY 15

At the end of the lesson Tracy understood what a prefix was but had problems reading the

paragraph given to her, but she managed to find some prefixes within the paragraph given.
CASE STUDY 16

Week 5-6

Subject: Language Arts

Topic: Suffix

Objectives: A

Methodology

Engage:

On the board the teacher will draw a table and place some broken words to show that when

put together they produce a new word.

The teacher will ask Tracy what she think the topic is.

Expected answer- Suffix

The teacher will explain to Tracy that a suffix often transforms a word into a new part of

speech. In the examples above the teacher will show Tracy that a baby is a noun and is and

the suffix ISH is added to the end to change the word to babyish which is an adjective. The

teacher will explain that a suffix is always added to the end of a word.
CASE STUDY 17

Explore:

The teacher will explain to Tracy that the most common suffixes are S, ES, ED and ING.

The teacher will write on the board examples of suffixes and ask Tracy to call out each word

on the board.

Examples:

BLESS+ ED= BLESSED

BLESS+ING= BLESSING

DOG+S= DOGS

Explain:

The teacher will explain that the suffix S and ES indicates plural, ED indicates past tense and

ING are added to verbs which means something is happening in the present.

The teacher will further explain that when a suffix is added the base word often changes and

will show some examples on the board.

CASE STUDY 18

Elaborate:

On the board the teacher will draw a table with the name and examples of the two types

off suffixes.
CASE STUDY 19

On the board the teacher will write examples of constant suffixes and vowel suffixes and ask

Tracey to pronounce each word and identify the suffix. The teacher will then elaborate by

giving the rules on when to use consonant suffixes and vowel suffixes. The teacher will clear

up any misconceptions that Tracy may have throughout the lesson.

CASE STUDY 20

Evaluation:

Tracy had a bit problem with trying to grasp the concept of suffixes. She had a problem with

decoding some of the words that was giving to her as examples, so the teacher had to spend a

lot of time and end up going into another week.

Week 7

Subject: Language Arts

Topic: Regular Plural Nouns

Objectives: By the end of the lesson Tracy should be able to:

1. Define what the term regular plural noun means. (cognitive)

2. Add -s or -es to form the plural of regular nouns. (cognitive)

3. Identify and write sentences using plural form of regular nouns. (psychomotor)

Methodology

Engage:

Tracy will watch a short video about regular plural nouns. In the video she will know what

regular plural nouns are and when to -s or -es to form the plural of regular nouns.
CASE STUDY 21

https://www.youtube.com/watch?v=B75ha9_CW9Q
The teacher will ask Tracy to say what are regular plural nouns, when should she use regular

plural nouns and examples of regular plural nouns.

Expected answers
A regular plural noun is a noun that forms plurals by adding -s, or -es.

Examples of regular plural nouns: phones, boxes, churches

Skills: listening skill, visual skill, critical thinking

Tracy will know what regular plural nouns is and when to add -s or -es to regular plural

nouns.

Explore:

On the board the teacher will write examples of nouns and ask Tracy to state whether -s or -es

should be added to pluralise the regular noun.

Nouns

Egg, Church, Bus, Pipe, Car, Bush, Boss, Banana

Expected Answers
CASE STUDY 22

Eggs, Churches, Buses, Pipes, Cars, Bushes, Bosses, Bananas

The teacher will ask Tracy to make a sentence in her book with each word.

Explain:

Tracy will be told to write a short paragraph in her notebook about regular plural nouns, and

when she should add -s or -s to pluralise the noun.

Skills: Writing skills

The teacher will clear up any misconceptions, so Tracy is on track.

Elaborate: 10 minutes

Afterwards an activity will be placed on the board for Tracy to complete.

ACTIVITY

Use the following regular plural nouns to make a sentence.

Brushes Foxes Watches

Brooms Bags Books

Circle the regular plural noun or nouns in each sentence.

1. The clocks in the church are round.

2. The boxes in the gym are filled with oranges.

3. The cats and dogs ran down Mary, with her shopping bags across the town.

Skills: Writing skills, reading skills

Tracy will know how to construct sentences using regular plural nouns and will know how to

identify regular nouns in sentences.

Evaluation:

This lesson was quite interesting for Tracy because she took her time and grasp the

concept and she understood fully about regular plural nouns.

CASE STUDY 23

Week 8

Subject: Language Arts

Topic: Regular Verb (Past Tense)

Attainment Target:

1. Write sentences which are grammatically accurate and correctly punctuated, using

SJE appropriately.

2. Use and adapt a range of sentence structures according to context, distinguishing

between SJE and JC.

Specific Objectives: By the end of the lesson Tracy will be able to:

1. Add -d and -ed to a range of regular verbs without denote the past tense. (affective)

2. Write sentences using regular verbs in past tense. (psychomotor)

3. Identify regular verbs in simple past tense. (cognitive)

CASE STUDY 24

Engage: 6 minutes

Tracy will be engaged in a short a ‘Regular Verb Song’. Afterwards, she will be questioned

based on the content of the song.

Questions

What is the song about?

What are some of the regular verbs that was mentioned in the song?

Expected Answers

Regular Verbs

Kicked, Chewed, Laughed

Skills: Singing, Speaking and Listening Respectfully.

REGULAR VERB SONG

(goes to the beat of the commercial CB Chicken)

Regular Verbs (claps)

Regular Verbs (claps)

Are words that form the past tense (claps, claps)

By adding the letter ‘d’ or ‘ed’ at the end of the verb (claps, claps)

Examples of regular verbs, regular verbs are kicked and chewed, laughed and smiled and

joked and excused (claps, claps).

Tracy will know what a regular verb is.

Explore:

On a strip of paper, the teacher will write two regular verbs for Tracy to spell aloud and then

write one sentence for each in SJE.

At the end of the activity Tracy will be asked to read aloud the sentences that she wrote and

what are the words that were given to her are called.
CASE STUDY 25

Expected answer

Regular Verbs

Explain:

Tracy will write a short story telling a friend about regular verbs and examples of regular

verbs.

The teacher will clear up any misconceptions on regular verb so that Tracy understands and is

on track. The teacher will sing over the regular verb song and ask Tracy to join in.

Elaborate:

Tracy will be given a short activity worksheet to complete in her book.

Skills: Reading skills, locating skills, writing skills

Tracy will understand how to read sentences carefully and choose suitable words that makes

the sentence complete.

Evaluation:

This lesson went well, and the teacher saw Tracy’s literacy skills improving.
CASE STUDY 26

Week 9

Subject: Language Arts

Topic: Homophones

Objectives:

At the end of the lesson Tracy should be able to:

 define the term 'homophone' (cognitive)

 give examples of homophones (psychomotor)

 recognize and discern homophones in text (affective)

Methodology

Engage:
CASE STUDY 27

The teacher will start the lesson by singing a homophone song

Homophone Song

Homophone, homophone are words that sound alike, they have different meanings

different spellings, but they sound alike.

Hair and Hear

Their and there

And, where and wear

Homophones have different meanings different spellings, but they sound alike. X2

The teacher will ask Tracy to listen keenly to the song then ask her what she thinks the topic

will be today.

Expected answer-Homophones

Explore:

On the board the teacher will write a list of homophones and ask Tracy to say each

homophone.

Sun Son

Steel Steal

Some Sum

Tail Tale

The teacher will ask Tracy what she realizes when she pronounces each word.

Expected answer

They sound alike

They spell different

They have different meaning

Explain:
CASE STUDY 28

The teacher will give an activity indicating that Tracy should circle the words that are

homophones.

The teacher will clear up any misconceptions that Tracy may have.

Elaborate:

The teacher will give Tracy a short activity for her to circle the correct homophone.

ACTIVITY

Circle the correct Homophone that you think should be on the line.

1. Write your name on that (PEACE, PIECE) of paper.

2. The (BEAR, BEER) belongs to the woods.

3. My little sister is (TOO, TWO) years old.

4. The (SUN, SON) is hot in the mornings.

Evaluation:

Tracy understood the concept of homophones well but only had a problem when to circle the

correct homophone to match with the sentences.

CASE STUDY 29

Week 10

Subject: Language Arts

Topic: Antonyms

Objectives:

At the end of the lesson Tracy should be able to:

 Know what antonym is. (cognitive)

 Match antonyms. (psychomotor)

 Identify antonyms. (affective)

Methodology

Engage:

The teacher will play a short video for Tracy to watch.

CASE STUDY 30

https://www.youtube.com/watch?v=HGeuA4iJ8vI

After watching the video, the teacher will ask Tracy:

1. What is an antonym.

2. What are some of the antonyms that she saw in the video?

3. Can she think of any other antonyms apart from the ones that was in the video?

Explore:

The teacher will explain to Tracy that antonyms are word that are opposite in meaning and

then provided more examples so that she could have a wider knowledge.

The teacher will give Tracy a word match game to play to match the correct antonyms given.

Explain:

The teacher will give Tracy a worksheet on antonyms to complete.

The teacher will clear up any misconceptions that Tracy may have.

Elaborate:
CASE STUDY 31

The teacher will play a game with Tracy called ‘How Many Can I Guess and Write’ where

Tracy is going to guess as much antonyms as possible before one minute and if she thinks of

more than five within the minute she will receive a token.

Evaluation:

At the end of the lesson Tracy knew what antonyms were but she had a challenge with

thinking of some antonyms on her own.

Two methods that Tracy’s teacher can use are to foster a positive learning environment

because when teachers tend show love, enthusiasm and love for what the different subjects

been taught in the classroom it tends to be catching for most students. Students will look up

to their teachers as role models because they see their teachers reinforcing positive attitudes

and attributes within the classroom which gives students the urge to learn and also teachers

should prepare more engaging lessons to grab students attention and utilize different material

for students to use so that the lesson can be more fun and exciting so that they do not feel

bored which can lead them to feel unmotivated. Teachers should always grab their attention
CASE STUDY 32

at the beginning of a new lesson either with hands on activities, videos or audio to get them

tune into the curriculum.

References

https://www.dyslexic.com/blog/helping-your-student-with-dyslexia-learn-5-strategies-to-

rely-on/

https://brainspring.com/ortongillinghamweekly/letter-reversals-dyslexia/

https://kidshealth.org/en/teens/dyslexia.html