Thalia Duenas

Dr. Scott
November 12, 2021
Case Study: Part Three

Three Strengths/ Needs

1. Need: Independent Reading. Student “M” needs to read more independently at
home. Student “M” stated in the Reading Interests Survey that he doesn’t read
independently at home, and no one reads with him at home. Student “M” did state that his
mother will sometimes play audio books, but that it is not often.Student “M” identified in
the Reading Interest Survey he does not like chapter books because they are boring and
are too long. Through informal observations of Student “M” during silent reading time he
tends to play with his book or get distracted by looking around the classroom. Student
“M’s” I-Ready Diagnostic overall reading placement was an Early K reading level, two
grades below his current grade level.
2. Need: Orthographic Knowledge/Spelling. Student “M” scored a twenty-seven out of
fifty-six, 48% , on the Word Their Way Primary Spelling Inventory. Student “M” needs to
develop in knowledge of digraphs, blends, common long vowels, diphthongs,
r-influenced, ambiguous vowels, and inflected endings. Although Student “M” did
demonstrate some knowledge of inflected endings in regards to the “ing” ending. On the
Qualitative Spelling Checklist, Student “M” is categorized under early development. The
teacher has noted that the student tends to guess, but if asked to slow down and sound it
out sometimes can fix spelling errors.
3. Strength: Concepts About Print. Student “M” has a satisfactory understanding of the
concepts of print. On the Concepts About Print Assessment, the student received a nine
out of ten. Student “M” can confidently identify the difference between a letter, a word,
and a sentence in written print. Student “M” only made one minor mistake on where they
should start reading. Although Student “M” made that error, from informal observations
Student “M” does start reading properly and does not ask for assistance where to start.
Student “M” strength is in understanding the concepts, but does struggle with applying
the concepts when reading. Student “M” exhibited strength in letter recognition and letter
naming in the Letter Knowledge Visual and Auditory Stimulus Assessments. Though it
should be noted that Student “M” still struggles in both differences between G and J.
Two Instructional Strategies/ Activities
1. Multisensory Techniques for Spelling. The usage of multisensory techniques would
help the student learn how to spell. I would first have the student write the week's
spelling word once, and then three times after using a color for each pattern. For instance,
if I want the student to understand beginning blends I would work with the student to
identify the beginning blend in each list. I would then have the student write the spelling
word three times after using a certain color for only the beginning blend. The student
 would then rotate to the shaving cream tubs, there will be two. The first tub would be the
same color the student wrote the beginning blends in, and the second would just be
regular shaving cream. The student would have to write the spelling word in the shaving
cream correlating the beginning blend to the first tub.
2. I + I Strategy for Independent Reading. The usage of independent reading level plus
interest strategy would help motivate the student to read more. The first step would be to
find out the student’s reading level. Then I would give the reading interest survey. Lastly,
we would go to the library and find books that fit both categories. Since independent
reading for this student needs to transfer over to his home life, I would allow him to take
the books home. To keep the motivation for reading I would set up a reward system for
the amount of books the student read at home. In order to determine if the student truly
read the book, I would do informal presentations with the student on the books.

How EachStrategy/Activity Helps

1. Visual with use of color spelling activities will help the student by making the spelling
pattern noticeable. The visual approach helps many students with spelling and can
provide opportunities for development of orthographic knowledge. The shaving cream
with color will not only provide a visual representation but a tactile approach. This will
give the student multiple opportunities to develop knowledge that is not provided with
the staple spelling test. Since the student is in second grade the tactile approach will be
fun and create motivation to learn.
2. The I + I strategy will help the student by identifying a reason for the student to want to
read. The student will be provided with a book at their independent reading level, so it
removes the frustration of not being able to understand the text. In addition it will provide
a book that the student is interested in, which removes the student from getting bored
with reading. Lastly, the reward system for reading at home will create more motivation
to read and comprehend the text.