INSTRUCTIONAL DESIGN FOUR PHASES VANESSA E RODRIGUEZ OBSERVATIONS

INSTRUCTIONAL DESIGN FOUR PHASES VANESSA E RODRIGUEZ

OBSERVATIONS • I had the opportunity of looking my case study child “Karen” in the home environment and the school environment. At home one of the things that stood out was the first language which is Spanish. Karen is the middle child and only girl of 3. Her family ethnic background is Mexican. She still has a lot of family in Mexico which she often visits.

OBSERVATIONS • In school Karen is one of our star students. She is involved in the Sun program which is design for gifted children. She is always willing to help in the classroom. During my observations I have notice how much of a good partner when one of her classmates is struggling. She is one of the first ones to raise her hand when the teacher asks questions and does a great job at listening.

DATA COLLECTION • I have collected samples of recordings where Karen shows her fluency with books with long paragraphs. • She clearly understands all the phonemic rules up to her grade level. • Karen is able to listen to chapter books and understand the concepts. (home visit notes) • Since Karen knows her phonetically rules some of her sight words are spelled phonetically. (mostly the long ones)

ANALYSIS • Throughout the home visits I understood more and more about the family dynamic. Karen acts like the big sister of her baby brother and loves to take care of him. • Something that really surprised me was that she is starting to speak more Spanish according to her family after the first home visit. (It may have been the conversation I had with the parents about importance of knowing 2 languages)

ANALYSIS • Karen has not been practicing her Spanish reading skills but her parents want to encourage her to do it. • Since her religious books are in Spanish Karen has been exposed to Spanish literature (listening).

PLANNING • I would like to continue reinforcing practicing the writing of her sight words. • I believe that her phonetic skills are a strong asset and she is going to be able to read long words with those skills. I tested her a few days ago and she was able to read “transportation”. This is a challenging word for her grade level and we did not have context clues. • Keep reading chapter books together. It helps with the chronological and retelling story skills. • Trying out the Spanish reading skills little by little.

IMPLEMENTATION AND ASSESSMENT • For the implementation and assessments I was more focused on the skills for retelling a story. Along with this I had a surprise when Karen was trying to read big words in the book such as “knowledge”. • Karen was able to retell the story with great accuracy. • She was able to connect stories to writing. • Funds of knowledge were into consideration by implementing the value of her value and translation in Spanish in her book.

KAREN READING AND HELPING