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Instructional Design. By: Erika Aurand. Observations!. Abby is 4 years old and in Kindergarten She is hearing but her dad is Deaf and her mom is Hard of Hearing She has 3 siblings (two sisters,1 brother)
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Instructional Design By: Erika Aurand
Observations! • Abby is 4 years old and in Kindergarten • She is hearing but her dad is Deaf and her mom is Hard of Hearing • She has 3 siblings (two sisters,1 brother) • Abby likes to play house with her sisters and at school. She enjoys playing the role of the mom and big sister.
Funds of Knowledge • Abby knows American Sign language and it is her families primary language • Abby is also fluent in English • Her siblings also speak fluent English and are hearing. • The family has a lot of Deaf pride. The all attend Deaf events as a family. As result, the children have learned a lot about Deaf culture.
Abby’s Literacy Strengths • can identify all letters in her first name • Uses letter strings when writing • Uses her phonetic knowledge to write words • She is able to write in full sentences using invented spelling • She can read and ASL sign her reading group stories as long as the teacher reads and signs it first. • She is able to identify high frequency words when reading • She can identify and read all current sight words • She uses classroom references to help spell words when writing • When a teacher or student is reading aloud to Abby she can recall information and answer questions about the text • Holds pencil correctly when writing
Abby’s Literacy weakness • Memorizing and identifying the letters in her last name • Needs improvement writing lowercase alphabet correctly using writing paper • needs improvements on using capital letters when writing names and beginning sentences • She does not point to words when reading • Sounding out unknown words in a new text • Understanding the definition of unknown words in a text. • Needs teacher support when writing to stay within the lines
Home Visits • Abby’s mom prefers to use an interpreter when in public. As a result, her oldest daughters does most of the interpreting for the family. • Books are read in ASL • The family likes to attend events at ASDB • Abby’s dad is the first UA ASL club president
Backpack • The girls were very excited to take the backpacks home • They did not use them as much as I had hoped. • They returned the journal but only Abby drew pictures and there was no text to explain the pictures • They also forgot about the camera. So, they didn’t take many photos
Her Story book • She picked the pictures • Abby wrote some of the words • Picked the colors of paper and markers colors used
Story book lesson • Purpose: Student will be able to ask and answer questions about unknown words in a text. • I had the child read the book and point to the words • When she got to an unknown word I supported her with ASL. I would sign the word.
How it went • This book was challenging for her. • There were a few words she did not know, such as soup, oven, spiders, and phone. • She used the pictures to help her figure out the sentence • Sometimes she would make up the sentence instead of reading it • ASL support was very helpful
Abby reading development • Beginning: She only read wordless books. She could not read her last name • Middle: She began to read books with one or two high frequency books per page • - Example: The book, the pencil, • End: Reading simple pattern sentences • Example: I am skunk, I am rabbit
Abby Writing development Her assessment score for the first quarter was • Ideas and Content: 3 • Organization:2 • Voice:3 • Word Choice:2 • Sentence Fluency:2 • Conventions: 2 • Her score was 14/36. She was below average
Her assessment score for the second quarter was • Ideas and Content: 3 • Organization:3 • Voice:4 • Word Choice:3 • Sentence Fluency:3 • Conventions: 3 • Her score was 19/36. She improved!!
