LETRS Case Study Reflection by Debra Jones https://padlet.com/jonesdebr/2snpndpi068fk6of What are you learning? en-us 2020-05-06 22:49:58 UTC 2020-05-11 17:45:08 UTC hello@padlet.com Student 1- strengths- Phonological awareness, phonics, high frequency words, and comprehension in literature. deannaatkinson https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558863726 Student 2- strengths- Phonological awareness, phonics, and high frequency words.  

I know these are my students strengths through iReady testing and diebels testing.  ]]> 2020-05-08 01:51:32 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558863726 Student 1- weakness- vocabulary and comprehension of informational tests. deannaatkinson https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558866215 Student 2- weakness- vocabulary, comprehension of literature and informational tests. 

I know these are my students weakness through iReady testing and Diebels testing.  ]]> 2020-05-08 01:53:49 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558866215 Both students have strengths in phonological awareness, phonics, and high frequency words. deannaatkinson https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558866834 Both students have weaknesses in comprehension and vocabulary.]]> 2020-05-08 01:54:26 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558866834 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. deannaatkinson https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558868970 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.]]> 2020-05-08 01:56:42 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558868970 Student 1- building knowledge of prefixes, suffixes and root words. Extend his understanding of word relationships and provide additional strategies for word meanings. deannaatkinson https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558869594 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.]]> 2020-05-08 01:57:25 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558869594 karenhuff https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558873317  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.  ]]> 2020-05-08 02:00:50 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558873317 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. karenhuff https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558876370 2020-05-08 02:03:57 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558876370 karenhuff https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558888541  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.  ]]> 2020-05-08 02:15:34 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558888541 karenhuff https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558889224  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.  ]]> 2020-05-08 02:16:15 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558889224 karenhuff https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558890181  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.  ]]> 2020-05-08 02:17:12 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/558890181 https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/559855716 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
]]> 2020-05-08 14:02:59 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/559855716 https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/559857025
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
]]> 2020-05-08 14:03:33 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/559857025 https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/559859198
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.]]> 2020-05-08 14:04:10 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/559859198 https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/559861595
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]]> 2020-05-08 14:04:57 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/559861595 https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/559864973 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.]]> 2020-05-08 14:06:17 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/559864973 https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560092592 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.

]]> 2020-05-08 15:33:18 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560092592 Student one's strengths include reading accuracy and expression. They also recognize short a words and understand deletions/substitutions at the basic level. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560093704 Student two's strengths include reading fluency, accuracy, and expression (below grade level). They are able to read high frequency words.]]> 2020-05-08 15:33:45 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560093704 https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560123649 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) ]]> 2020-05-08 15:45:26 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560123649 Student one struggles with ready fluency. They also struggle with reading mixed syllables with the consonant le. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560125336 Student two struggles with reading fluently on grade level. They also struggle with basic syllable levels. (Evidence is based on PAST assessment)]]> 2020-05-08 15:45:57 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560125336 https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560141888 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. ]]> 2020-05-08 15:52:42 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560141888 Both students read with accuracy. Student one is on grade level and student two is below grade level. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560167167 Student one is stronger in basic spelling patterns whereas student two struggles with spelling patterns. ]]> 2020-05-08 16:02:48 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560167167 lorimccarthy https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560170047  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.


]]> 2020-05-08 16:04:04 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560170047 lorimccarthy https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560172848 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.
]]> 2020-05-08 16:05:11 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560172848 lorimccarthy https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560175159 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.
]]> 2020-05-08 16:06:07 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560175159 Students struggled with spelling root/base words. Students also have trouble chunking larger words using written expression. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560175219 2020-05-08 16:06:08 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560175219 lorimccarthy https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560176687  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.


]]> 2020-05-08 16:06:47 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560176687 lorimccarthy https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560178483 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 





]]> 2020-05-08 16:07:34 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560178483 https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560179400 Students struggled with spelling root/base words. Students also have trouble chunking larger words using written expression. ]]> 2020-05-08 16:07:58 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560179400 https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560187823 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. ]]> 2020-05-08 16:11:24 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560187823 For student one the next step includes blending longer words and continuing to develop advanced substitution skills. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560188379 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.]]> 2020-05-08 16:11:37 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560188379 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. cathyharris https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560515690 2020-05-08 18:42:20 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560515690 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. cathyharris https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560516334 2020-05-08 18:42:44 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560516334 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. cathyharris https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560516848 2020-05-08 18:43:03 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560516848 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. cathyharris https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560518500 2020-05-08 18:44:03 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560518500 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. cathyharris https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560519088 2020-05-08 18:44:22 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560519088 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. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560701510 2020-05-08 20:37:22 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560701510 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. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560705737 2020-05-08 20:40:27 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560705737 Third grade https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560705942 2020-05-08 20:40:36 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560705942 Third grade they are alike by lacking in knowledge of vowels pairs. Some seem to have a higher sight word recognition than the others. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560709808 2020-05-08 20:43:20 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560709808 Third grade - Students can now decode words with vowels team and spell out option of the sound it can make. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560711416 2020-05-08 20:44:36 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560711416 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. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560713690 2020-05-08 20:45:54 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/560713690 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. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/561879678 2020-05-09 20:41:31 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/561879678 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. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/561888777 2020-05-09 20:51:45 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/561888777 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. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/561892747 2020-05-09 20:56:34 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/561892747 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. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/561894523 2020-05-09 20:58:45 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/561894523 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. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/561896921 2020-05-09 21:01:28 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/561896921 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. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/564969498 2020-05-11 14:14:01 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/564969498 Student 1 struggles with decoding, blending, spelling (unable to write all sounds in words). This is known by daily reading and writing. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/564986543 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.]]> 2020-05-11 14:19:01 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/564986543 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. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565001187 However, Student 2 is able to decode words better then students 1 and 3.]]> 2020-05-11 14:23:31 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565001187 All students struggle with decoding and spelling. They have improved slightly over the course of the year however are still very below average. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565005862 All 3 students struggle with hearing all sounds when trying to spell words.
All students have a lot of success in syllable work.]]> 2020-05-11 14:25:01 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565005862 Instructional steps for Student 1 is continued small RTI group interventions with working on blending, onset rime. Retention is also recommended. https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565015071 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.]]> 2020-05-11 14:27:58 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565015071 Strengths: https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565580316 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.]]> 2020-05-11 17:32:48 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565580316 Weaknesses: https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565588599 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]]> 2020-05-11 17:35:54 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565588599 Alike: https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565595592 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. ]]> 2020-05-11 17:38:30 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565595592 Successes/Challenges: https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565603248 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. ]]> 2020-05-11 17:41:15 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565603248 Next Step: https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565610420 Continue reinforcing letter sounds, vowel, vowel team, onset/rime, rhyming words and using decodable readers to help strengthen phonics skills. ]]> 2020-05-11 17:43:35 UTC https://padlet.com/jonesdebr/2snpndpi068fk6of/wish/565610420