I-Ready: A Case Study

Give each student a copy of Student Close Reading Text – Copy 1. Read it aloud to students as students follow along. Read it fluently, not stopping to

During this tutorial process I was able to learn so many new strategies, skills, classroom management tips, and gather tons of new resources. Going into this process I was very unsure of what to expect in a 3rd grade classroom, and especially having to tutor a 3rd grade male student. There are many new things I learned working with my tutee and this class that I had not learned in any other classes thus far. I learned the true importance of getting to know your students and allowing them to get to know you. At the beginning of the process I set the tone of getting to know each other and making sure he knew I was there to help him and not cause him more work. I learned that it could be very difficult finding resources that align with your student’s interest; therefore sometimes creating lessons took longer. I learned that 3rd graders are very independent, and most of them prefer to do things on their own. Teaching reading has always seemed slightly difficult to me, but this process gave me a better perspective on it. When lessons and reading are relevant to a student’s life or interest, the student will excel much higher than forcing a student to read a random book that isn’t fit for them.

I taught the interactive read aloud to two groups of students, first being advanced learners and second being proficient learners. Each group had four students, with one group consisting of all girls and the other all boys. This lesson was conducted at the teacher table, so I would have sufficient amount of space. The teacher at this time was administering nine-week exams at one of the

Reading: Due to Kiara’s difficulty with reading and reading comprehension, reading to be challenging. She stated she reads at a slow rate and tends to wander off and not pay attention to what she had read. However, she went on to explain she understands the material better if it is read to her. Kiara had tried the Read and Write Gold program at Holyoke Community College. She liked having the videos she can look back on to remind her how to use the programs. The ATS would like to maintain continuity with the assistive technology at Holyoke Community College; having continuity with the Assistive Technology Department at Holyoke Community College will be significant to Jennifer’s success. The ATS is recommending Kiara use the Read and Write Gold program provided by Holyoke Community College. Since the ATS has the license to Holyoke Community College’s Read and Write Gold program the ATS installed the program into Kiara’s laptop for immediate use. The ATS advised Kiara to make an appointment with the AT department at Holyoke Community College to receive proper training. Kiara will need an All in One Printer; this will allow her to scan material into her computer when a digital format is not provided. Kiara should does not have adequate storage on her phone to download audio books. Kiara will need an iPod Touch in order to upload her audio books into an MP3 file for access when she is not at the computer. The ATS is recommending Kiara is provided with a 32GB iPod and

Lila was missing the teacher themselves as well as the students because reading helps with learning but speaking to someone who had the experience and knows how to teach it to you in various way would improve her results.

The teacher started the close reading instruction with activation prior knowledge. The teacher read the students a poem, “Walk with me Daddy”. Then the teacher instructed the students to tell a story about their dad or granddad. Then the teacher and students read the story “A Caring Father”. The teacher and students read chucks of the story at a time. The students read, then the teacher read, and they read a portion of the story together. The teacher asked the student the right there question, the think & search question, the author & me question, and the on my own question. The teacher asked the question to help the students understand the key points of the story. The teacher instructed the students to highlight important sections of the story.

After the students completed the bell work, Miss Appleberry started the lesson over Identifying sentences. She first asked students to get out their folders. Next, Miss Appleberry had the students refer to their definition sheet in their folder, then began reminding the students of the parts of speech they had just learned (noun/subject noun, verb, adjective, and adverb), having students follow along on their sheets as she recited the definitions. After this, the teacher began to inform students of the Important Steps to identifying a sentence and how the parts of speech they learned would be an important part of it. During this instruction, Detrick listened and followed along with the teacher at the smart board as she informed the students of how to identify a sentence (First: Read Sentence, Second: Ask Questions: Noun- WHO? WHAT?, and VERB- what is being said about?).

This included letter sounds and letter recognition, counting, writing her name and writing numbers. From the beginning of the semester I can see that she has improved and will continue to improve over the remainder of the year. Some connection I made through this experience to the TESL class was that parents and their involvement in the classroom and school is so important to the teacher and the especially the students. As a teacher I will be sure to incorporate and use my students funds of knowledge to help concept the curriculum to my students. I loved talking and getting to know Abigail’s parents through the interview with her

After that teachers teach us steps to develop tools to engage our kids in talking about their story books and other techniques for talking about painting. We divided in small groups to practice that techniques with parents. Ten minutes later, our kids were coming to the gym room to join us. At that moment, teachers gave us books and asked us to sit with our kids separately to practice with them that activity we had practiced with other parents. After twenty minutes, teachers put us in groups to start playing match card game. Then they provided the dinner and dessert. It was wonderful class. My husband and I were very excited and waiting for next

She would practice reading her book to the class until her writing made sense to the students.

Well, he was supposed to be reading it, but somehow I managed to read it before him. From just being forced to listen and figure things out for myself I began to read and write a lot faster than most children. I first processed sounds which formed into letters which created words, those words could be pieced in together to create a sentence. It somehow became a mental equation that I did every time I heard something. I had to go through that process very quickly in order to give a response in a normal amount of time. When I was finally taught how to read properly the process didn’t make sense to me. It was too easy. I didn’t really talk much and that concerned my tutor when she first arrived. I just never had a reason to talk since my parents

For example, she she could have had the student practice the definition of a compound word and also had her use sticky notes or develop a list of compound words as she came across them during her independent reading. This would have matched the conferencing skills as Ms. Hawkins had been working with on identifying what a compound word was. In general, all of the instructional activities were appropriate and most students appeared to be cognitively engaged as demonstrated by their turning pages as they read and their participation in the conferencing. Ms. Hawkins and planned and implemented differentiated instruction during her conference time with the student three students based on their individual needs to further their independent level of reading. The instructional materials and resources used for conferencing were appropriate and Ms. Hawkins shared that the IRLA resources for the conferencing were beneficial. As indicated earlier, the order of the activities (whole group accountable talk share prior to partner share) was not appropriate and Ms. Hawkins needs to consider this when implementing her

Despite my lack of interest in learning those concepts, Mrs. Cruse took the initiative to teach me in a much more simple way. She explains the answers for every question, even if it was similar to previous questions. When I couldn't grasp her explanation, she would draw it. Her drawing help understand the steps of how graphing work. When she's providing informations, she would also write it down. During breakfast, she would walk with a lot a blank scratch paper, providing help to students. Her

Typically, the first thing he or she would do it ask for the lesson plan for that day and review it as much as they could before the class started.

For the team activity, the role that I played was making sure everyone contributed to the presentation via group messaging and completing the slide on informing students of their progress. If any of my team members needed access to the PowerPoint, I made sure to share it with them along with the instructions for the assignment. As a team, we decided it would be best for all of us to contribute at least one resource for students not on track with their progress. A few of the resources I mentioned were MyOn, I-Ready, Accelerated Reader, and Pizza Hut Book-It program. The team had already talked about math resources, so it only made sense to throw in some reading resources. MyOn, I-Ready, and Pizza Hut Book-It program are programs used in Prince George’s County School District. Pizza Hut Book-It program rewards students who complete their reading goal for the month, a personal pan pizza certificate. Usher and Kober stated, “pursing a reward can change students’ behaviors in positive ways for the duration of the reward program and perhaps after the reward ends” (Usher and Kober 2012). Accelerated Reader is a program used at my son’s school as a way for individual students to compete in reading by acquiring so many points by the end of the month. He is a 2nd grader student.