Checklist for EDRD/ESL 600 Case Study

Part 1: Analysis of case study data.

Have you… Sources of information Self-

assessment
(Y/N)
EDRD and ESL Developmental Sequence for
Acquisition of Literacy Skills
1. identified the stage of reading at which (s)he broke down? Keep in mind that a breakdown at
one stage may indicate that the CAUSE of the breakdown is with non-mastery of earlier skills,
e.g., decoding difficulties that result from failure to acquire phonological skills.
Jessie broke down in Stage 2: Fluency because of her missing skills in stage one.
2. given your reason(s) for this judgment, based on which data sources?
She is over decoding words that she already successfully decoded. She is lacking
automaticity. She is a slow reader-her WPMC is 16 when it should be at 55. Her listening
comprehension is at a 3rd grade level and she was able to successfully answer
comprehension questions through 2nd grade.
WIDA Performance Levels
ESL
WIDA Can Do Descriptors
3. identified the stage of oral language development and given reasons for this choice, e.g., with
examples from the case study description

EDRD and ESL

4. identified which of the five major domains (phonemic awareness, phonics, fluency, vocabulary, NRP Study guides
and comprehension) are areas of need? (Hint: Look within Stages of Development for this
She needs phonemic awareness first and then fluency. Developmental Sequence for
Acquisition of Literacy Skills
5. given your reason(s) for this judgment? (Hint: Cite some evidence of missing skills from the
case description)
She needs phonemic awareness first then fluency to help with her over decoding and create
automaticity.. She is decoding words that she had already successfully decoded prior. She WIDA Performance Levels
needs to help getting words to automaticity to increase her fluency. She is only able to read
16 words per minute when it should be 55. WIDA Can Do Descriptors
 ESL

6. identified probable receptive and expressive language needs ?

7. identified his/her needs in the areas of social, emotional, motivational, and/or moral Cognitive, Social, and Moral
development Development of Children and
Adolescents
She has self-esteem issues. She said that she hates school and hates herself because she
cannot read. This is in the preschool stage of social development with autonomy vs. shame
and doubt.

Part II: Intervention Plan

Have you… Data sources Y/N

EDRD and ESL: tied research-based intervention strategies to this student’s academic needs in PPTS on Stages of Literacy
reading and spelling? Development (Stages 1, 2, and 3)

-ROAR (Repeated Oral Assistant Reading) will help her with her fluency and accuracy. Developmental Sequence for
-Extra sight word intervention for example Ball words. Acquisition of Literacy Skills
-Spelling by pattern-teach the ch/th, r controlled, etc.

ESL: identified teaching strategies that will meet student needs in the area of oral language (expressive WIDA Performance Levels
and receptive)?
WIDA Can Do Descriptors
Domain Needs Strategies
Reading
Spelling
Oral Language
EDRD: Bookadventure.com (NOTE: For
ELL, you will need to find topics
Book Choices for READ WITH: Have you….. that would be familiar to them,
e.g., home, school, play)
1. Four Books at Instructional Level:
a. Horace by Holly Keller 0.0 (animals- high interest, instructional level, predictable text) Books on immigration:
This would be used to practice fluency and to teach not to over decode. http://www.scholastic.com/ups/bo
b. Bear’s Busy Family by Stella Blackstone 0.0 (animals- high interest, instructional level, oklists/51148321e4b09a5523cb508
rhyming words) 5#book-details/cleanup
This book would be used to teach to not over decode words.
c. The Costume Party by Michele Dufresne 0.5 (animals- high interest, instructional level, Many databases, including
high frequency words, cross-checking) multicultural books and books in
d. My Little Dog by Judy Kentor Schmauss 0.5 (animals- high interest, instructional level, other languages (NOTE: Interest
high frequency words, repeating words to teach to not decode again) level, not readability level, listed)
http://ccbc.education.wisc.edu/book
EDRD and ESL: s/detailLists.asp?idBookListCat=7
Book Choices for READ TO: Have you….
1. Two Books that are High Interest Source for finding out the
a. The Little Red Hen by Paul Galdone 3.2 (fairy tales- high interest, ask retelling readability of books (Select “grade
questions) level equivalent”)
b. The Frog Princess by Emma C. Clark and Laura Cecil 3.0 (fairy tales- high interest, ask http://www.scholastic.com/bookwi
predicting questions) zard/