case study part 2.pdf - Case Study Summary Sheet Part 2...

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Case Study Summary Sheet- Part 2 Examiner: Mara Kelly School: West Bradford Elementary School Student Name: Trevor Grade/Age: Kindergarten- Age 5 General Information: Trevor is a 5 year old who is in Ms. Hanrahan’s kindergarten classroom at West Bradford Elementary. Trevor was very excited to do these assessments and asked me after each one if we were going to complete more. Sometimes, Trevor did seem distracted when he would share with me stories about his “Mom-Mom” during the assessments. He especially did this during the High Frequency Word Assessment, most likely because it was 50 words. Through observations and assessments, Trevor has demonstrated his ability to read a book using pictures to guide himself but has shown some difficulties in comprehension of the text. He understood letter identification with upper and lowercase. In addition to that assessment, a sound identification was also given to him which he struggled with. He did well with the CVC assessment and asked if he could complete the assessment again after the first time. Trevor usually pays attention to read alouds when Ms. Hanrahan reads it to the entire class, depending if it bores him or not. However, depending on the topic/book Trevor tends to go off into “Ryan Land” and will not focus on the task that needs to be completed. Trevor has expressed that he loves when adults read to him, especially his “Mom-Mom”. Literacy Evaluations: Fluency of Letter Identification and Sounds Scoring Sheet (upper and lowercase): Trevor was administered the Fluency of Letter and Sound Identification assessment to determine his ability to recognize and identify 26 letters of the alphabet, including the sound each letter makes. The assessment was given to the students before, it is given in the beginning of the school year, right before conferences (so just about two weeks before I gave it to him again), the middle of the school year, and then the end. The assessment is from Fountas and Pinnell Benchmark Assessments, which is what West Bradford uses for their assessments. The examiner asks Trevor to point to each letter and identify what they think that letter is. If Trevor pronounces it right, it is marked correct. Sometimes, students will say “skip” for certain letters that they don’t know and they are told that in the beginning of the assessment. For the uppercase and lowercase recognition, Trevor received a 25 out of 26 on both the lowercase and uppercase. So, he recognized 25 out of the 26 letters in the alphabet. The examiner thought it was interesting that each time that the letter “J” was shown he would say the letter was “H”. For both the upper and lowercase, but after each time he would go back real quick and corrected himself. So, the examiner did not count this as an error. Through each assessment, he went by very fast and would point to each letter, so he definitely knew what to do for this assessment. On the uppercase sheet, he said that “Z” was “V”. But on the lower case, he identified “n” as “u”. I think for the uppercase since “Z” and “V” are both towards the end of the
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  • Summer '08
  • Jane Doe
  • Latin alphabet, Blend, Trevor memorizes

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