Lilly Case Study

After the students, have worked in their groups to come up with words. Students words are place up in front of the room.

She demonstrates an emerging ability to skip count by 2’s and 10’s and is encouraged to work on counting by 5’s. Marina can recognize and create patterns like AB and ABC. With support she is able to translate and extend simple patterns. Marina has shown growth in representing numbers in a variety of ways by extending past pictures. In our shape unit, Marina was able to name most 2D and 3D shapes. She is able to draw a triangle, square, circle and rectangle. Marina is encouraged to work on making her notebook neat so it is easier to read. She shows respect for other students by listening and valuing their contributions. An example of this is when engaging in a shape hunt Marina was able to work with others to find 3D objects in our environment. Marina is encouraged to continue working on adding numbers together. She is supported by the use of manipulatives and different

Doing this Scripting Dialogues Table using the birthday Soup story it was very interested because it gave me an idea of how to teach my student phonics words. Also this script it was a good idea of how teach student how to spell words and build words that may have some of the same sound at the end. After analyzing the script I notice that it good also teach student of how identify the short vowel and long vowel. This assignment using the Birthday Soup story it was a good method to teach student of how spelled words and ask student what words in the story have sounds. I notice after reading this story is that this short story about a bear family has words that have sound and also we can teach the student build new words using the same story

Blending speech sounds was also an easy activity for her. You say the word normal and she is to say it slow. This is a build on syllable segmentation. You have demonstrated the slow breaking of the syllables and now she is to break up the word by individual letters and sounds. She is good in the first sounds of phoneme isolation. She knows that sun starts with “s” and red starts with “r”.

Today I began working one on one with “Student M.” Mrs. Gault provided the reading material for me to begin my assessment of “Student M’s” reading abilities. Before starting my assessment, I reviewed a list of words with “Student M.” The list of words were comprised of sight words that students on a second grade reading level should be able to recognize. The first time I went through the list with “Student M” she correctly identified four out of thirty-five words. The second time I reviewed the word list, “Student M” was able to recognize two or three additional words. “Student M” struggled when she read the passage. Her main problem was that she did know many of the words and she had problems when she

Give the student this list of words and have her go through the process of labeling and breaking the words into syllables.

Strengths - On the spelling portion of the test, Alex scored a total of 13 out of 22 questions correctly. This score reflects his spelling skills are at an equivalent age of 9-3, and a grade equivalent of 4.4. He demonstrated great knowledge and understanding of the words that were dictated. Alex remained confident and spelled correctly many words that are commonly misunderstood. During the writing portion, Alex obtained a total of 21 out of 24 correct responses in a seven-minute time span. In general, Alex displayed ease and confidence during most portions of the test. He worked quickly and showed few errors. The student was able to quickly read the words and place them together to make a correct sentence. The student writes at an age equivalence of 12 years old, and

In this first grade word wall, it is about words that are associated with spring time. I will introduce the words to the children by reading a story about spring. The book is called, “It’s Spring Time!” by Elizabeth Bennett. After reading the story, I will have the words on the board and, one by one, I will call each student to come up to pick one word and create a picture that describes the word. Also, the students will then share the picture with their partner. Afterwards, I will provide each student with a paper to categorize each of the words by how many syllables each of the words have.

The second residents we met were located in the Humboldt Park Fieldhouse at 1400 N. Sacramento Avenue, which is a community recreation facility connected to the park. Lilly has worked there for twenty years, and her daughter has also recently started working at the Fieldhouse. Lilly is Puerto Rican and has been a member of Humboldt Park for most of her life as well as her daughter. She is in her late 40’s and her daughter is in her early 20’s. The mother and daughter team highlighted Humboldt Park as a multicultural area, which exhibited collectivism. Furthering, they mentioned crime but not necessarily happening in the park itself. When the news depicts a body found in Humboldt Park individuals automatically associate the park, which

Ask the student to share her thoughts about the book. 2. Show the poster with the first note, read together this note aloud modeling with your voice how to read fluently. Ask the student read next note. 3. Introduce the concept of rime or word families: a rime is the first vowel in a word and all of the letters that follow.

This activity includes laminated “Pokéballs”, a dry erase marker, and Pokémon cards. In this activity, the client searches for Pokéballs that have been hidden around the room and must produce the target sound or word that is on the back of the Pokéball for as many trials as the clinician wishes to elicit. Should the client successfully produce those words, they will get to keep the Pokéball and “capture a Pokémon” by choosing a Pokémon card. To win the game, the client must collect at least 3 Pokémon cards that he will use to “battle” the clinician, who has her own Pokémon set aside. Given the abstract and multi-step nature of this activity, this activity would be most appropriate for older children ages 7 to 15. This activity is designed for addressing articulation disorders because a target phoneme or word can easily be written on the back of each Pokéball and drilled.

For example, when reading The First Snow, the word “kitchen” she broke the word into syllables and read the word together. When it came to Carmen answering the questions, she was able to identify specific information from the reading. If she was not sure of the answer, Carmen would look back at the reading to find an answer. Her vocabulary was also accurate when defining pretty and ground. Overall, her performance in reading of both passages shows her level of reading has improved.

Bag of Stuff: The student will practice syllabicating words by picking an item out of the bag, saying the name and then saying how many syllables are in the words. They will then sort all the items into group based on how many syllables each word has in it. For example, flower has two syllables so it will go into a group with the flower and racecar. I can increase the difficulty of this activity by placing object in the bag that have multiple syllable, such as a alligator, watermelon or rhinoceros.

Full phoneme segmentation: Counting out the number of syllables. Speech practice with CVC words. Have students participate in silent reading and use their own ability to sound out words they don’t know with syllable practice. Students can count the number of syllables in a rhyme or poem, they can clap together counting syllables in

The case starts of when there was a meeting that took place in Miami in the year of 2010 with an executive committee meeting. Norton Lilly International's chief financial officer and with some other men that were the chief operating officer (COO), James (J1m) Burton, introduced the meeting's subject: emphasizing the growth of Zing. He then started sharing with the executive agency that the business's top line had developed by just about 4 percent ever since 2006, nevertheless the bottom line had enriched by 251percent. Since 2007 (2006 had shaped a defeat), Furthermore, the company's income per full-time worker had went up from $91,000 in 2007 to approximately $113,000 by June2010.