Case study sami


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Case study sami

  1. 1. Hypothesis Testing Model Student's Name: Sami Dates: 3/15/2010- 4/23/2010 Teacher: Nawal Almasmari Observations Interpretations Hypothesis Curricular Outcome Decisions 1. Sami seems is 1. Perhaps the Would reviewing I will start him on Sami has read having words are too hard the consonant and the vowel and with the difficulties reading for him to read. vowel sounds help consonant sounds classroom. His and him read better. daily by giving teacher says that it comprehending 2. Maybe he him words with is the first time during reading doesn't read Since English is that have that that he has read a time. enough at home. his second particular sound. paragraph without language and he many mistakes. 3. Perhaps he hasn't been here I will also give He is very happy doesn't have long, maybe he him an easy book with the results, as enough support at needs to to read and have am I. home and understand what him read it several encouragement. he is reading. times until he understands it and can read it. 2. Sami seems to Perhaps it is a way Would making I will make sure Sami has no need always need to got to get out of the sure that he has all that he doesn't to leave the to his locker to get lesson. the materials enter the classroom something that he needed before he classroom without constantly and is has forgotten. enters the all the necessary better focused on classroom stop the materials needed. his lesson. frequent trips to his locker. 3. Sami doesn't Maybe he doesn't Would practicing I will review with Sami, as well as seem to be know his the times tables him and the rest of the rest of the following our multiplication help him better the class the classroom, lesson on fraction times tables. understand multiplication responded well to equivalents. fractions and tables and make a the review and equivalent game of it. seem to fractions? understand fractions a lot better.
  2. 2. 4. Sami doesn't Perhaps he doesn't Would working I will make sure to He seems to be seem to be able to know how to alongside him constantly check more at ease write in his express his during journal on his work and during journal journal. thoughts on paper. writing time help make suggestions writing time and Perhaps he can't him with his as he is writing it. not as stressed out spell words writing? as he was. correctly and I will also give doesn't want to Maybe he won't him an He expresses his make mistakes. feel so self opportunity to thoughts more conscience and try proofread his freely and doesn't to express his work and give him worry as mush thoughts without a chance to correct about it begin having to worry it. perfect. about his spelling and sentence structure.
  3. 3. Case Study: Sami Sami was born in Dubai of the United Arab Emirates. His family is originally from the Republic of Yemen, but they migrated to Dubai in search of a better life for themselves. Now they have migrated to the United States of America. He is the middle child. He has 2 brothers and 2 sisters. He is very bright but needs some help. He attended private school in Dubai which also taught the English language. He knew some English but not enough. He is new to Alikhlas Training Academy. His poor language skills are what are keeping him from excelling with his classmates. He is very eager to learn,but is having trouble because of his low language skills. He is also having trouble because he is reading with students who have been learning English throughout their lives. I take him to the back of the room and give him separate lessons about consonant and vowel sounds. We write words with the beginning sounds of all the letters of the alphabet and sound them out together. Then we work on sentences and read them a few times. He is also given the chance to write their meanings in Arabic just to make sure that he understands what he is reading. He is then given spelling words from those same words. It was an excellent way to get him working with the sounds of the alphabet. This has worked out nicely because he is given words that he can read at his level and not feel overwhelmed. I am slowly getting him ready to read with him classmates. Everyday, we read a few pages from a third grade book. He reads the page a few times until he finally gets it. As he is reading, I review with him the rules of sounds of the alphabet such as vowel consonant vowel ( robe, sore) and ight is sounded as ite and c is sounded k. I also had him read a passage from the book that we are reading “Stone Fox” and he read much better than he has ever read. I have taken his weaknesses and worked on them with him and now he is not making as many mistakes as he had make before. This is, in turn, raising his self esteem and his confidence in himself and encouraged him to be the best that he can be. Now he sees that it isn't as hard as he thought it would be. He actually feels that he now has a chance to learn with the rest of his classmates. By working with him one on one daily and modifying the lesson to help accommodate his needs, he
  4. 4. has improved tremendously. His progress has been impressive. When I first met Sami, he was quiet as a mouse and when he spoke, his voice was very low. He was very kind to his classmates and a very helpful person. He didn't talk much in my presence, but during recess, he'd whip up a storm. He spoke Arabic a lot and his English was very broken. I learned that he was a talker, but he didn't want to mess up when he spoke to me. He also respected his teacher and didn't want to be disruptive in class. That was a quality that I admired and you don't see that much these days. I have since encouraged him speak up and to talk in English and not to worry about making mistakes. Everyone makes mistakes and he won't be held accountable for them. It was okay to make mistakes, in fact it was a way of learning. This encouraged him to talk English a little bit more. I also noticed with Sami that he did his work in class if you focused on him, but he hardly brings in his homework. Homework reinforces what the student has learned in the classroom and makes it stick so to speak. He would come in with the same old excuse, “I forgot.” I got tired of always hearing it so I got in touch with his mother. Apparently, when she asks him about homework he says that there was none so that he would play on his video games. She was always wondering why he was never getting any homework,but never thought to ask. That is why communication with the parents is very important. We must work together with the family to keep the student on task. I noticed that working one on one with Sami and focusing on his weak points helped him improve a lot. Sometimes all that they need is a little extra attention. I have Sami read books with me and also have him read with his family at home. His reading has improved a great deal from when I first met him. He is still the same quiet child, but he had improved a great deal and will hopefully improve a great deal more. Just to see his face light up when he reads a passage correctly with few mistakes, is reward enough for me. It is when they light up that you get the warm feeling inside and you know that you have entered the correct field. Sami is a wonderful kid and it was a pleasure to work with him. In the few weeks that I hav
  5. 5. worked with him, I have discovered a great deal about him. He has opened up to me and told me that he felt alone when he came to this country, but he quickly made friends in the school and feels very at home. He was no longer feeling homesick. Sami is still striving to get better at reading and he takes home a book once a week which he had to read until he reads it with few mistakes. He enjoys reading with me especially when I give him many chances to fix his mistakes. He feels confident when he gets it right after the fourth or fifth time. I don't correct him right away because I want him to have the satisfaction of doing it himself. This increases his self esteem and gives him the courage to keep on going and to make mistakes.