Case Study Report and Instructional Next Steps

Alexa’s Case Study Report &

Instructional Next Steps
Luz Ortega

Class: EDBL 603

Prof: Dr. Zahra Saleh-Jonson

Case Study:

    Alexa is kindergarten student at a title I school in Crown Heights Brooklyn. She is five years old, and was born in Brooklyn, New York. Both of Alexa’s parents are  Hispanic from Mexico, however her home language is Spanish.

    In an interview with Alexa’s mother, I learned that came to the United State when she was in her early twenties. Unfortunately, she explained that she could not go to school to learn English because she needed to get a job to support herself. She also told me that “she has learned to speak English through time, but she cannot write, read and speak fluently.

Alexa’s mother met her husband right after she came to this country and has three children by him, one boy and two girls and Alexa is the youngest. Alexa’s parents have been separated for a few years. The father works to provide for the family, but still not enough to pay bills mom needs to work to support her children.

     Alexa’s mother described her pregnancy as normal not only with Alexa, but with all her other children as well. She describes Alexa as a happy and normal child and has not has any health issues. She likes to play with her dolls and she gets along with her siblings.

I observed Alexa in classroom and social setting. Based on my observation, Alexa’s personal and social skills are not affecting her academic learning. She gets along with her peers and she is very helpful too. For example, I observed her lining up to go to lunch and I saw her helping a classmate putting the coat on. I observed Alexa in the student’s cafeteria, a place where some students exhibit misbehaviors. I observe Alexa follows directions and interact politely with peers and adults.

I gathered information about Alexa’s oral language skills by interviewing her and observing her in partner, small group, and class discussions. Alexa is a soft spoken child and she uses short sentence response with some error in words choices. When I asked her questions in Spanish she answered me in English.

    Alexa’s is able to explain her drawing verbally but still has some difficult express herself in writing, although she needs the teacher guided in order to complete her thought.

  I also observed that Alexa has dental problem, like cavity in her front teeth

 that may affect her to pronounce words and sound properly. In English language the use of the front teeth to say the letter and pronounce the sound.

   Observation on her academic skills is that she is still not on the level that she supposed to be compare with other students with the same age and grade.

   Alexa’s is able to explain her drawing verbally but still has some difficult express herself in writing, although she needs the teacher guided in order to complete her thought.

 To provide the needs and services that Alexa is require to improve her language deficiency, I used SOLOM matrix Assessment. This method of oral assessment can help teacher to observe the student and then pair the student with others student that may help the students in the area that is needed. It can be vocabulary, comprehension, grammar etc.

     One of my  observation was in the classroom during the period of foundation instruction, this period is used to teach letter and  sound .I observe that Alexa  is very distracted and she lose focus easier and specially if she is sitting in a group of students.

 After several observation of Alexa interacting with peers, I conducted the SOLOM Matrix interview (Appendix B) in English one-on-one. While she did have some difficulty answering questions I was able to gather data to rate her oral language skills. Alexa’s scores in the oral language observation matrix was as follows:  in comprehension level she score two because she has great difficulty following what is said and she can comprehend only “social conversation” spoken slowly and with frequent repetitions, in fluency she  scores two- usually hesitant: often forced into silence by language limitations, vocabulary she  scores two because she  misuses words and very limited vocabulary; comprehensive quite difficult , and grammar one she many errors in grammar and word order so severe as to make speech virtually unintelligible  . Alexa scored 9 points with a SOLOM Matrix overall score of 1.8 which means she has limited proficiency in English oral language.

   Based on the result of SOLOM matrix and my observation Alexa learning style is kinesthetic because she needs to be in involve in some kind of physical activities and hand on instead of listen or watching somebody demonstrating an activity. 

My recommendation during classis instruction, activities that require movement are used in addition to giving Alexa many opportunities to practice her oral English skills. Including accountable talk prompts, sentence stems, and varying between partner, class, and small group discussions would best support her oral English language proficiency

     I use this mini lesson (Appendix A) because base on the result of SOLOM matrix and my observation Alexa learning style is kinesthetic. She needs to be engaged in total body physical movement during education instruction because she lose focus very easier. Alexa likes to talks so partner her with a classmate allow   her to tell her story so she does not border. Pair Alexa with a student and act out her story also would help her to stay focus and be able to understand the lesson that is being taught.

Based on SOLOM matrix and my observation, my recommendation for Alexa is that she needs to be involved in some kind of movement activities in the classroom to help her to improve her learning deficiency, like stand up and quick body movement, assigned task like giving out pencils or paper.

I also recommend her to be involved in sports like dance or any other sport that she may like 

    I chose to use this mini lesson because base on the result of SOLOM matrix and my observation Alexa learning style is kinesthetic. She needs to be engaged in total body physical movement during education instruction because she lose focus very easier. Alexa likes to talks so partner her with a classmate allow   her to tell her story so she does not border. Pair Alexa with a student and act out her story also would help her to stay focus and be able to understand the lesson that is being taught.

Based on SOLOM matrix and my observation, my recommendation for Alexa is that she needs to be involved in some kind of movement activities in the classroom to help her to improve her learning deficiency, like stand up and quick body movement, assigned task like giving out pencils or paper.I also recommend her to be involved in sports like dance or any other sports that she may like 

Appendix A:

Small Moments:

Writing with Focus, Detail, and Dialogue

Date: Bend 2 Bringing Small Moment Stories to Life Session 11: Using Drama to Bring Stories to Life CCSS: W.1.3.; W.1.5; RL.1.3; SL.1.1; SL.1.4; L.1.1; L.1.2 Objectives: Writers bring their stories by making characters think and feel. Materials: ü  Be prepared to sing “If You’re Happy and You Know It” with students in the connection. ü  A previous student’s writing that exemplifies how writers show what they are thinking and feeling ü  Your shared class story from Session 8 ü  A mentor text or your own piece of writing to use when teaching children how to show, not tell, feelings in a conference or strategy groups ü  “Ways to Bring Stories to Life” chart ü  A ruler to use as a magic wand for the share, tapping writers to act out the strategies on the “Ways to Bring Stories to Life” chart

Mini Lesson: Connection Read a few examples of students’ stories that work particularly well, ones that include a lot of lively dialogue or small, precise actions or thinking and feeling, if any of your kids have included internal story. Teaching Point ·         “Writers, Today I want to teach you that one way to bring a story to life is to act it out! Teaching ·         When you act out your story, you think: what did you see? Hear? Feel? That way you remember even more details, then you add them to your writing! Watch me as I act out a story!... ·         Act out one of your own stories, using gestures and an animated voice to bring out the drama. Ask kids to follow along with you, lifting their arms or making a scared face or putting their hands on their hips as you do. Active Engagement ·         Have kids stand up in their rug spots and work with a partner to act out a part of their own stories. Link ·         Remind them to notice and make a mark on the page when they think they could add something – a bit of dialogue or more action. Conferring and Small Groups ·         Coach partners to hold their pen in their hand the entire, even when acting out, so that they can make changes to their writing at any point. ·         Mid Workshop Teaching o   Emphasize that this kind of acting can help even when writers are only one page into a story Share ·         Refer to the questions that help writers revise on the process chart “How to Write a Story” from Session 3 to remind them of questions partners can ask to help each other revise: Who? What? Where? When? Why? How?

Appendix B:

Student Oral Language Observation Matrix (SOLOM)

The SOLOM is a rating scale that teachers can use to assess their students' command of oral language on the basis of what they observe on a continual basis in a variety of situations (class discussions, interactions before and after class, and every day). The teacher matches a student's language performance in listening comprehension, vocabulary, fluency, grammar, and pronunciation to descriptions on a five-point scale for each. The scores for individual domains can be considered, or they can be combined into a total score with a range of five through 25, where approximately 19 or 20 can be considered proficient. SOLOM scores represent whether a student can participate in oral language tasks typically expected in the classroom at his or her grade level.

The SOLOM does not require a dedicated testing situation. To complete it, teachers simply need to know the criteria for the various ratings and observe their students' language practices with those criteria in mind. 

Directions for Administering the SOLOM:

Based on your observation of the student, indicate with an "X" across the category which best describes the student's abilities. 

 The SOLOM should only be administered by persons who themselves score at level "4" or above in all categories in the language being assessed. Students scoring at level "1" in all categories can be said to have no proficiency in the language.

Points to Keep in Mind When Using the SOLOM:

Consider all situations-informal, social, formal and instructional-in which you have observed the youth.

Consider the most recent and consistent level of ability that you have observed.

Think of only one category of language ability at a time.

Think of only oral proficiency; don’t let the youth’s reading and writing ability come to mind as you rate.

Remember that level 5 is the level ability expected of a native English-speaking youth who is not bilingual and who is of the same age as the youth you are rating.

 Don’t let the levels of ability of other youth in the class influence your rating; i.e., make sure you aren’t giving a youth a high score simply because he/she is one of the best students in a class of all lower ability students.

 The SOLOM is based on a five point scale. As with any odd numbered rubric, the tendency is to rate around the midpoint.

SOLOM - STUDENT ORAL LANGUAGE OBSERVATION MATRIX

MODIFIED FOR USE WITH OUT-OF-SCHOOL YOUTH

Student Name_ Alexa    Migrant #_____________ Date10/23/18_________________ Language Observed English/Spanish

Observer Signature Luz Ortega _______________________________________________

Directions:  Based on your observation of the student, indicate with an “X” in each category the level that best describes the student’s abilities.

	Level 1	Level 2	Level 3	Level 4	Level 5
A. Comprehension	- Cannot be said to understand even simple conversation.	- Has great difficulty following what is said. Can comprehend only “social conversation” spoken slowly and with frequent repetitions. X	- Understands most of what is said at slower-than normal speed with repetitions.	- Understands nearly everything at normal speech, although occasional repetition may be necessary.	- Understands everyday conversation and normal classroom discussions without difficulty.
B. Fluency	- Speech is so halting and fragmentary as to make conversation virtually impossible.	- Usually hesitant: Often forced into silence by language limitations.  X	- Speech in everyday conversation and classroom discussion frequently disrupted by the student’s search for the correct manner of expression.	- Speech in everyday conversation and classroom discussions generally fluent, with occasionally lapses while the student searches for the correct manner of expression.	- Speech in everyday conversation and classroom discussions fluent and effortless, approximating that of a native speaker.
C. Vocabulary	- Vocabulary limitations so extreme as to make conversation virtually impossible.	- Misuses words and very limited vocabulary; comprehensive quite difficult. X	- Student frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.	- Student occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.	- Use of vocabulary and idioms approximate that of a native speaker.
D. Pronuncia- tion	- Pronunciation problems so severe as to make speech virtually unintelligible.	- Very hard to understand because of pronunciation problems. Must frequently repeat in order to make him/herself understood. X	- Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding.	- Always intelligible, though one is conscious of a definite accent and occasional inappropriate intonation patterns.	- Pronunciation and intonation approximate that of a native speaker.
E. Grammar	- Errors in grammar and word order so severe as to make speech virtually unintelligible. X	- Grammar and word-order errors make comprehension difficult. Must often rephrase and/or restrict him/herself to basic patterns.	- Makes frequent errors of grammar and word-order which occasionally obscure meaning.	- Occasionally makes grammatical and/or word order errors which do not obscure meaning.	- Grammatical usage and word order approximate that of a native speaker.

- The SOLOM should only be administered by persons who themselves score at level “4" or above in all categories in the language being assessed.

Student Oral Language Observation Matrix (SOLOM)

Directions:  Use the SOLOM instrument to assess students’ English language proficiency if there are other assessment scores available to you (i.e., Woodcock-Muñoz). This instrument determines students’ comprehension, fluency, vocabulary, pronunciation, and grammar.

Basic Information on the SOLOM	The SOLOM is an information instrument that utilizes an interview format to observe language production in English and in other languages.
Testing Conditions	It is important that you do not paraphrase or abbreviate what is being said. Questions and probe examples in English and Spanish are provided on the page to follow. It is not necessary for you to ask all of the questions on these pages, but be sure to ask at least one question from each of the choices in numbers 1-10. You may use similar questions of your choosing to elicit a meaningful language sample. Asking probing/clarifying questions is important to obtain a rich sample.  Suggestions for developing additional oral language interview samples: COMPREHENSION  Have pairs of youth engage in two-way tasks (where each youth only has half the information and the partner has to figure out the task through questioning).  Have youth describe a series of photographs or pictures. FLUENCY Have youth explain a multi-step process to a small group of peers. Have youth restate what has been said or read. VOCABULARY Have youth describe an object, person, or event. Brainstorm ideas with youth about a topic and have youth create and explain a picture illustrating it. PRONUNCIATION  Have youth maintain a record of his/her speech on MP3 player with audio component. GRAMMAR  Have youth discuss what they have learned. If the interviewee cannot answer questions from the first three items, discontinue testing and indicate that this student is at Level 1.
Scoring Procedures	Upon completion of the interview, rate the student’s production on a scale of 1-5 in each of the five categories. To get an overall score, divide the sum of the five categories by 5. An average score of Level 3 or less indicates that the interviewee’s proficiency is limited in that language. Students scoring at Level 1 in all categories can be said to have no proficiency in the language.

Appendix C: Interview Questions and Responses

SOLOM Interview Questions in English and Spanish

1. What is your name? Alexa How many people are in your family?  Four How are you feeling?  Good	1. ¿Cómo te llamas? ¿Cuántas personas hay en tu familia? ¿Cómo te sientes hoy?
2. What day is today?  Wednesday Where do you live? She does not know her address	2. ¿Cuál día es hoy? Díme tu número de teléfono. ¿Cómo se llaman tus amigos?
3. Where were you born? Brooklyn Tell me something about your family? Tell me something about your country?	3. ¿Dónde naciste? Díme algo acerca de tu familia. Díme algo acerca de tu país.
4. What do you like about your school? My friends What do not  you like about the school? How do you get to school? walking,	4. ¿Qué te gusta de tu empleo? ¿Qué no te gusta de tu escuela? ¿Cómo llegas a tu  escuela? (...¿caminando, en carro, en autobús?)
5. What is your favorite thing to do when you have free time? Why? What is the name of your favorite sport?  Why? Who is your favorite famous person?  Why?	5. ¿Qué más te gusta hacer cuando tienes tiempo libre? ¿Porqué? ¿Cuál es el deporte que te gusta más?  ¿Porqué? ¿Quiénes de las personas famosas te gustan más? ¿Porqué?
6. What happened to you that was an important event in your life? What goals do you have for the future? What would you do or be if you could do or be anyone?	6. Platícame acerca de un evento importante en tu vida. ¿Cuáles metas tienes para el futuro? ¿Qué harías o qué personas serías si pudieras?
7. What is your favorite game or hobby? What do you do after work?	7. ¿Cuál es tu juego o pasatiempo favorito? ¿Qué haces después de trabajar?
8. What is your favorite store? Tell me about the store. Why do you especially like that store?	8. ¿Cuál es la tienda que te gusta más? Dime algo acerca de la tienda. ¿Porqué te gusta esta tienda?
9. Tell me a story, fairy tale, riddle, or joke.	9. Díme un cuento, cuento folklórico, adivinanza, o chiste.
10. What is your favorite food? How do you make it?	10. ¿Cuál es tu comida favorita? Díme cómo se prepara esta comida.

Appendix D: SOLOM Results

OSY Oral Language Summary Profile Using SOLOM

Student: _Alexa_______________________________                                                 Migrant ID: ______________________________

Language of instruction and assessment: English/Spanish

                                   Administered by: Luz Ortega                                                              Date: 10/23/18 _____________________________

Rating of youth is based on direct observation or a tape of oral language questions, tasks or activities. Transpose the numeral, from 1 to 5, from the rubric that corresponds to the student’s performance for each component. Sum the component scores to arrive at a total score.

Date:
Question, Activity or Task:
A. Comprehension        (1 – 5)		2
B. Fluency (1 – 5)		2
C. Vocabulary (1 – 5)		2
D. Pronunciation (1 – 5)
E. Grammar (1 – 5)		1
Total Score (25)	9