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Student 1- strengths- Phonological awareness, phonics, high frequency words, and comprehension in literature.  

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Student 1- strengths- Phonological awareness, phonics, high frequency words, and comprehension in literature.  

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Student 2- strengths- Phonological awareness, phonics, and high frequency words.

I know these are my students strengths through iReady testing and diebels testing.

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Student 1- weakness- vocabulary and comprehension of informational tests.

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Student 1- weakness- vocabulary and comprehension of informational tests.

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Student 2- weakness- vocabulary, comprehension of literature and informational tests.

I know these are my students weakness through iReady testing and Diebels testing.

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Both students have strengths in phonological awareness, phonics, and high frequency words.

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Both students have strengths in phonological awareness, phonics, and high frequency words.

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Both students have weaknesses in comprehension and vocabulary.

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Student 1 seems to do very well decoding words and spelling words.  This student also seems to do very well with vocabulary within our reading lessons, but was one of his weaknesses when testing.  

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Student 1 seems to do very well decoding words and spelling words.  This student also seems to do very well with vocabulary within our reading lessons, but was one of his weaknesses when testing.  

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Student 2 really struggles with decoding and spelling words.  Although one of his weaknesses is vocabulary; he seems to know what a lot of the words mean if they are read to him.  He seems to be better at decoding than spelling.

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Student 1- building knowledge of prefixes, suffixes and root words.  Extend his understanding of word relationships and provide additional strategies for word meanings.

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Student 1- building knowledge of prefixes, suffixes and root words.  Extend his understanding of word relationships and provide additional strategies for word meanings.

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Student 2- building knowledge of prefixes, and suffixes and root words.  Extend understanding of word relationships, provide additional strategies for determining word meaning, and enhance connections between text and visuals.

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Student B does pretty well with decoding and spelling of simple words. When it comes to the bigger words with more than 2 syllables is where she has trouble. She misses one or two sounds. Student A is getting better at short vowel words  but she has trouble with words with silent e, bossy r and  vowel teams.

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Student A has trouble with spelling words and vowels. At the beginning of the year she had trouble with her short vowel A and e. She was getting them confused in words and in spelling. Student B is having trouble with comprehension  and vocabulary. She has a hard time telling me what the story is about when she is done. 

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Student A has trouble with spelling words and vowels. At the beginning of the year she had trouble with her short vowel A and e. She was getting them confused in words and in spelling. Student B is having trouble with comprehension  and vocabulary. She has a hard time telling me what the story is about when she is done. 

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Student B does pretty well with decoding and spelling of simple words. When it comes to the bigger words with more than 2 syllables is where she has trouble. She misses one or two sounds. Student A is getting better at short vowel words  but she has trouble with words with silent e, bossy r and  vowel teams.

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Student B does pretty well with decoding and spelling of simple words. When it comes to the bigger words with more than 2 syllables is where she has trouble. She misses one or two sounds. Student A is getting better at short vowel words  but she has trouble with words with silent e, bossy r and  vowel teams.

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Student B does pretty well with decoding and spelling of simple words. When it comes to the bigger words with more than 2 syllables is where she has trouble. She misses one or two sounds. Student A is getting better at short vowel words  but she has trouble with words with silent e, bossy r and  vowel teams.

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My one student's strength is decoding words, I have noticed that if she slows down she can decode the words by sounds. I see this in her writing.

My other student's strength is memorization. She can pass her spelling test if she has had time to practice and memorize the words for the week

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2. my first student's weakness is the c sounds, the g sounds and sometime the sh ch th sounds. I have noticed this when she is writing words that have the special trick for each sound.

my second students weakness is not having the time to study or work on her words she struggles with sounding them out

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3.Both students needs to work on the c and K sounds, along with schwa a. They are different by one can generally sound out her word to spell and the other depends on memorization.

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My next steps would be looking at their weaknesses and working on building those to strengths while still keeping their strengths up. I would work on this in small group during tutoring so it is just me and them.  I would use their strengths to help each other with peer assistance

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My first student's sucess would be her confidence is growing as she does not need as much assistance decoding a word as she did at the start. Her weakness would still be the spelling and breaking down the sounds to spell correctly.
My second student sucess would be the spelling is getting easier for her. The challenge would be the decoding text in a timely manner when reading.

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Student 1 does well reading closed-syllable words with short vowels. She also reflects mood and pace while reading. Another area of strength is syllable deletion in phonological patterns.
Student 2 does well with basic sight words. She can identify and spell short and long A words. Another area of strength is substitution of initial and final sounds.

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Student one's strengths include reading accuracy and expression. They also  recognize short a words and understand deletions/substitutions at the basic level. 

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Student one's strengths include reading accuracy and expression. They also  recognize short a words and understand deletions/substitutions at the basic level. 

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Student two's strengths include reading fluency, accuracy, and expression (below grade level). They are able to read high frequency words.

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Student 1 struggles with reading fluency. She also struggles with reading mixed syllables with the consonants -le.
Student 2 struggles with decoding words and vowel team syllables. She also struggles with appropriate pausing when encountering punctuation. (PAST)

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Student one struggles with ready fluency. They also struggle with reading mixed syllables with the consonant le.

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Student one struggles with ready fluency. They also struggle with reading mixed syllables with the consonant le.

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Student two struggles with reading fluently on grade level. They also struggle with basic syllable levels. (Evidence is based on PAST assessment)

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They both struggle with reading on grade level and with spelling patterns.
Student 1 is better at syllable deletion but student 2 was better at substituting initial and final sounds.

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Both students read with accuracy. Student one is on grade level and student two is below grade level. 

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Both students read with accuracy. Student one is on grade level and student two is below grade level. 

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Student one is stronger in basic spelling patterns whereas student two struggles with spelling patterns.

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Both students are able to hear a 2 syllable word and then only say 1 syllable (ex. say bookcase, now say bookcase, but don't say book).  I know this from giving the PAST.

Student A is strong in giving rhyming words and naming the  odd one out. We did several activities with rhyming.

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Student B has trouble with naming the odd one out (rhyming) when just hearing the words, but does better when he says the words out loud.  I know this from rhyming activities.

Both students have a weakness in writing/spelling.  When writing on their own they will sound out and write the first letter of the word that they want to write, but then will write random letters ( but fewer than before and not just repeating the letters)  I know this from writing samples.

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Students struggled with spelling root/base words. Students also have trouble chunking larger words using written expression.

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They are alike in that they can give you a rhyming word. Both have trouble with spelling/sounding out after the initial sound.

They are different in that Student a can find the odd one out by listening when rhyming, but student b has to say the words out loud before being able to tell the odd one out.

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Students struggled with spelling root/base words. Students also have trouble chunking larger words using written expression.

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Students struggled with spelling root/base words. Students also have trouble chunking larger words using written expression.

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Both student a and b can give the first/initial sound of a word they are writing without help.  Both can give the other sounds if I say the word slowly and or break it into parts and ask what they hear next.

When reading cvc words, both can sound out the sounds.  Student a is better at putting the sounds together.

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Next steps will start with reviewing letter names and sounds.

Work on saying only part of a 3 syllable word ex say umbrella now say umbrella without saying um

Continue to work with rhyming and odd one out,

Use sound chains to read cvc words, then move to substituting initial sounds to make new words

Start to read decodable text with known letter-sound correspondences and high frequency words

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For student 1, the next steps would be advanced blending, advanced sound deletion, and advanced sound reversal.
Student 2 needs practice with advanced phonemic awareness of blending longer words. She also needs practice with sound reversals.

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For student one the next step includes blending longer words and continuing to develop advanced substitution skills. 

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For student one the next step includes blending longer words and continuing to develop advanced substitution skills. 

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For student two they need to continue working on substitutions/deletions of syllables. They also need to work on blending longer words and longer sound chains.

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My students know their letters and sounds, long and short vowels and digraphs.  I have tested them on all those areas and feel they are prepared to go on into first grade.  I also feel like they have a good beginning knowledge on some vowel teams, such as ai, ay, ee, silent e words, and blends.  These are not necessary for K, but will be taught in 1st grade.

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My students know their letters and sounds, long and short vowels and digraphs.  I have tested them on all those areas and feel they are prepared to go on into first grade.  I also feel like they have a good beginning knowledge on some vowel teams, such as ai, ay, ee, silent e words, and blends.  These are not necessary for K, but will be taught in 1st grade.

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 I wanted to have more time to work on fluency and speed with my Kindergarteners with saying letters and sounds with more speed to make sure they are ready for what 1st grade will bring.  I wanted more time with beginning reading, but since the year ended quicker than anticipated, I don’t feel I was able to give them the practice they needed.  I also know they had trouble with medial sounds, and manipulating and changing those sounds.

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 I wanted to have more time to work on fluency and speed with my Kindergarteners with saying letters and sounds with more speed to make sure they are ready for what 1st grade will bring.  I wanted more time with beginning reading, but since the year ended quicker than anticipated, I don’t feel I was able to give them the practice they needed.  I also know they had trouble with medial sounds, and manipulating and changing those sounds.

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One of my case study students is from a very large, lower income family.  There is a family history of learning difficulties.  I don’t feel like they have had many resources, or have resources to help their children academically.  My other case studies are from families that have more resources available to them, and have more parent involvement.  They are better equipped and seem to respond better in academics. 

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One of my case study students is from a very large, lower income family.  There is a family history of learning difficulties.  I don’t feel like they have had many resources, or have resources to help their children academically.  My other case studies are from families that have more resources available to them, and have more parent involvement.  They are better equipped and seem to respond better in academics. 

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One student, J, who was held back in Kindergarten last year, is still having difficulty with hearing medial sounds and manipulating sounds, which in turn affects his decoding and spelling.  He attempts to write words but often lacks confidence and struggles.  I feel with all the additional instruction he may have more issues than just speech.  He may have trouble in 1st grade and need more remedial help as these issues may not just be developmental.  My other students are doing very well with decoding.  I have watched their progress and do very well with CVC words.  Words with blends and digraphs may take them more time, but these sounds will be worked on further in 1st grade. 

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One student, J, who was held back in Kindergarten last year, is still having difficulty with hearing medial sounds and manipulating sounds, which in turn affects his decoding and spelling.  He attempts to write words but often lacks confidence and struggles.  I feel with all the additional instruction he may have more issues than just speech.  He may have trouble in 1st grade and need more remedial help as these issues may not just be developmental.  My other students are doing very well with decoding.  I have watched their progress and do very well with CVC words.  Words with blends and digraphs may take them more time, but these sounds will be worked on further in 1st grade. 

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All of my students are moving on to 1st grade.  One student will walk in needing additional resources.  For the rest of my students, my whole class, they will probably need review, based on this year’s unusual circumstances, but will be able to begin phonics instruction with vowel teams, diphthongs, and digraphs.  They will be ready to start reading simple decodable books. 

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All of my students are moving on to 1st grade.  One student will walk in needing additional resources.  For the rest of my students, my whole class, they will probably need review, based on this year’s unusual circumstances, but will be able to begin phonics instruction with vowel teams, diphthongs, and digraphs.  They will be ready to start reading simple decodable books. 

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Student 1 strengths are sight words, now recognizing sounds of letters and what vowel pair sounds are.  They are evident with choosing all spelling of the sound on white board and choose based on special rules.  

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Student 1 strengths are sight words, now recognizing sounds of letters and what vowel pair sounds are.  They are evident with choosing all spelling of the sound on white board and choose based on special rules.  

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Students in third grade weakness are lacking of knowledge of vowel sounds, and background knowledge.  This evident in decoding words they usually say a word for first letter they see.  

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Students in third grade weakness are lacking of knowledge of vowel sounds, and background knowledge.  This evident in decoding words they usually say a word for first letter they see.  

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Third grade they are alike by lacking in knowledge of vowels pairs.  Some seem to have a higher sight word recognition than the others.  

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Third grade they are alike by lacking in knowledge of vowels pairs.  Some seem to have a higher sight word recognition than the others.  

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Third grade - Students can now decode words with vowels team and spell out option of the sound it can make.  

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Third grade - Students can now decode words with vowels team and spell out option of the sound it can make.  

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Third grade- following instructional steps with daily lessons, focus on only one vowel sound a week and use for spelling, and reinforce all the time.  

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Third grade- following instructional steps with daily lessons, focus on only one vowel sound a week and use for spelling, and reinforce all the time.  

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Student A's strength is Word Recognition and Decoding which is reflected in her spelling-correspondence skills, DRA Oral Reading Records, and classroom observations.  it is evident that Student B's strength is Language Comprehension since his comprehension improves when passages are read to him.  He also demonstrates age-appropriate oral language which is obvious in daily communication.  

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Student A's strength is Word Recognition and Decoding which is reflected in her spelling-correspondence skills, DRA Oral Reading Records, and classroom observations.  it is evident that Student B's strength is Language Comprehension since his comprehension improves when passages are read to him.  He also demonstrates age-appropriate oral language which is obvious in daily communication.  

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Student A is weak in vocabulary and making inferences.  She also struggles with Language Comprehension which is evident in her daily conversations and her difficulty in carrying on age-appropriate conversations.  Student B is weak in Word Decoding and Word Recognition.  These responses are prompted from his Oral Reading Records, DRA scores, classroom observations, and spelling-sound correspondence. 

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Student A is weak in vocabulary and making inferences.  She also struggles with Language Comprehension which is evident in her daily conversations and her difficulty in carrying on age-appropriate conversations.  Student B is weak in Word Decoding and Word Recognition.  These responses are prompted from his Oral Reading Records, DRA scores, classroom observations, and spelling-sound correspondence. 

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While Student A struggles in Language Comprehension and Vocabulary and Student B struggles with Word Recognition and Word Decoding their profiles have the same results-a lack of fluency.  

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While Student A struggles in Language Comprehension and Vocabulary and Student B struggles with Word Recognition and Word Decoding their profiles have the same results-a lack of fluency.  

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Due to more vocabulary instruction, Student A is becoming more successful in daily conversations causing further progress in her decoding and spelling skills.  However, she is still challenged in her writing skills and grapheme strategies.  Although Student B is still challenged in substituting phonemes to build and spell new words, he has succeeded in matching words with same beginning, final, and medial sounds.  

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Due to more vocabulary instruction, Student A is becoming more successful in daily conversations causing further progress in her decoding and spelling skills.  However, she is still challenged in her writing skills and grapheme strategies.  Although Student B is still challenged in substituting phonemes to build and spell new words, he has succeeded in matching words with same beginning, final, and medial sounds.  

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Instructional next steps for Student A would be further practice in spelling and sentence dictation.  This should help her improve in her writing and spelling skills.  Student B should progress with instruction that includes substituting phonemes to build new words with simple syllables and no blends and progressing to substituting phonemes with blends.

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Instructional next steps for Student A would be further practice in spelling and sentence dictation.  This should help her improve in her writing and spelling skills.  Student B should progress with instruction that includes substituting phonemes to build new words with simple syllables and no blends and progressing to substituting phonemes with blends.

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All three of my students know letter names and sounds most times.  All three students comprehend oral directions and are able to follow 2-3 step directions.  All students have a strength in syllables.

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All three of my students know letter names and sounds most times.  All three students comprehend oral directions and are able to follow 2-3 step directions.  All students have a strength in syllables.

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Student 1 struggles with decoding, blending, spelling (unable to write all sounds in words).  This is known by daily reading and writing.

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Student 1 struggles with decoding, blending, spelling (unable to write all sounds in words).  This is known by daily reading and writing.

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Student 2 struggles with orthographic processing and spelling. She still struggles with hearing all sound in words and still struggles with blending when reading and spelling.
Student 3 struggles with blending, decoding, and high frequency words. He is unable to write all sounds when writing or spelling.

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Students all struggle with being able to hear all sounds in words and being able to write the sounds that they hear.  They also struggle with high frequency words and spelling.

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Students all struggle with being able to hear all sounds in words and being able to write the sounds that they hear.  They also struggle with high frequency words and spelling.

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However, Student 2 is able to decode words better then students 1 and 3.

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All students struggle with decoding and spelling.  They have improved slightly over the course of the year however are still very below average.  

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All students struggle with decoding and spelling.  They have improved slightly over the course of the year however are still very below average.  

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All 3 students struggle with hearing all sounds when trying to spell words.
All students have a lot of success in syllable work.

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Instructional steps for Student 1 is continued small RTI group interventions with working on blending, onset rime.  Retention is also recommended.

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Instructional steps for Student 1 is continued small RTI group interventions with working on blending, onset rime.  Retention is also recommended.

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Student 2 instructional steps include work on decodable readers and high frequency words.  Activities that work on blending would also benefit her.
Student 3's instruction steps include blending, onset-rime segmenting. This student will also be retained as it was already decided in November.

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Student 1 : letter sounds,  how to break syllables, onset/rime and comfortable rhyming words
Student 2 : letter sounds, emerging with onset/rime, eager to read, rhymes
Student 3: letter sounds, hard worker, rhymes, use of invented spelling
*I test all students on skills regularly to help indicate where they are in their learning process.

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All of my students have a diagnosed learning disability in reading.
Student 1: Attention, needs more reinforcement, blending, vowel teams
Student 2: More practice, easily frustrated
Student 3: More practice, distracted easily
*Observation, regular screening

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All students diagnosed with reading disability, all need hands-on learning, all need more repetition.
Differences: each student is unique in how they process information and transfer that information to the skill being taught.

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all students are gaining in their ability to recognize that letters are connected to sounds. Through the use of phonics strategies I can see them gain more confidence that aides in their attention an desire to learn. The challenge is that their disability requires more time and repetition than general education peers.

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Continue reinforcing letter sounds, vowel, vowel team, onset/rime, rhyming words and using decodable readers to help strengthen phonics skills.