On the writing vocabulary right away you can see problems. He places words in sporatic positions – did not know print concepts. Dictation – no print concepts about writing a sentence, does not reread to confirm, does not self-monitor, not very fluent – does not write words automatically, writes letter by letter, does not write quickly
Levels H & M both show relying only on visual, level M shows rereading to confirm, and very fluent on both levels – read most words automatically, did not read word for word but read for the entire sentence or paragraph, good phrasing, expression, and pausing.
Talk about working on print concepts – top to bottom, left to write, spacing, capital letters, punctuation. He asked me to draw the chunking lines for party.
Lesson 3, Level P, strategy of cross checking visual with meaning (false), Visually Searching 4x (false), reread to confirm 2x, Teaching point of what he needs to do when he doesn’t know a word (exhaustion) – Put excuse in the sentence or use a blank and reread the sentence. What word makes sense with the story? Get your mouth ready for the first chunk. Jezec immediately said the correct word.
Lesson 4, 5, 6 stayed at level Q because did not know vocabulary. Example of ominously. Thought I could correct that by focusing book walk on vocabulary and teaching him about context clues. Did not work. I realized books at this level were too abstract and complex for his concrete brain and that he did not love to read anymore because the books did not make sense to him. Made the teaching decision to go back to levels I, J, K level where his comprehension was really showing and he loved to read.
Lesson 7, level I – cross checks with MSV (first said spooks for spokes, then used MSV to self correct), visually searched 2x (business), reread to confirm 2x, reread to self correct (said Jump first, then said Jupe), self- monitored by self-correcting, cross checking, rereading
Fluency 3 things – write automatically (list of words), write for the entire word and entire sentence instead of word for word, use chunking to help write quicker
Print concepts seen in letter size, spacing, writing top to bottom left to right. Print concepts with the sentence. Self-monitored print concepts and spelling by using tape (though not seen in the work biek), wrote new words I haven’t seen him write before (riding and crop)
Visual search (apology), reread to self correct with (apology accepted says Lurk), reread to confirm, cross checked with MSV, self-monitored by self correcting, rereading, crosschecking, solves new words using these means (apology)
Case Study Power Point
Jezec<br />The inner workings of a genius<br />
Facts about Jezec<br />5 years old<br />Home-schooled<br />Mom told me he was reading at an average 1st grade level<br />
Attiude & Interest Survey<br />Loves to read! <br />Reads a lot.<br />Hates to write!<br />Read me his favorite book with no errors – that book was a level J book.<br />Did 100 word test<br />Started him at level F<br />
Initial Student Assessment<br />Writing Vocabulary and Dictation<br />
Writing Strategies Needed:<br />Self-monitor print concepts<br />Cross check cue systems<br />Reread to self-correct and confirm writing<br />Solve new words using these means<br />Fluency – writing words automatic not letter by letter and chunking. <br />
Initial Student Assessment<br />Running Records<br />Went from level F to level P. <br />Displayed some use of reading strategies already<br />Very fluent<br />Rereads to confirm<br />Relies on visual<br />