MMP
Cassie O’Keefe
EDU 662
Meet the Kiddos
Nick (1-5) Jimmy (6-12)
Third Grade Seventh Grade
Reads on a first grade level Reads on a first grade level
Had speech until mid-first grade In foster care since Dec 21st
MAP score of 165 New school as of January 6th
Bottom 3rd percentile of peers No MAP data for student
Reading Lab interventions for an Novice on KPREP Reading and
hour daily at school Writing
Poor spelling and language Unmotivated
mechanics
ECE pull out for reading instruction
Very motivated to read; works hard
2A - Candidate creates
an Environment of 2B - Candidate
Respect and is establishes a
especially aware of Culture for
positive rapport for Learning
those who struggle
with reading and
writing
2C - Candidate manages
Classroom Procedures
2A - Candidate creates an Environment of Respect and is especially
aware of positive rapport for those who struggle with reading and
writing
In this video, you can see
me sharing my screen
with Nick. I wanted to be
sure that he was able to
see the words on the
screen clearly, and that
he wasn’t having a hard
time viewing them,
making his reading even
more challenging than it
already is. He made sure
that I knew when he was
able to see the content.
This continued throughout
our video sessions.
2B - Candidate establishes a
Culture for Learning
My “classroom” in this
case was my kitchen, so
its not all pretty and
decorated for learning.
However, I tried to use
aesthetically pleasing
materials to help keep
Nick engaged.
Here, I am giving Nick
decoding strategies to
read words that he
doesn’t know. He was
expected to use these
strategies in the
remainder of our
sessions.
2C - Candidate manages
Classroom Procedures
In this video I am
explaining to Nick
what we will be
doing during this
video call.
I want Nick to know
exactly what to
expect, and what
strategies we are
going to use, so that
he knows our pace
and there are no
surprises to get him
off task or confused.
3A - Candidate 3B - Candidate
communicates with demonstrates
students questioning and
Discussion
Techniques
3C - Candidate
engages Students in
Learning
3D -Candidate uses
Assessment in
Instruction
3E - Demonstrating
Flexibility and
Responsiveness
3A Candidate communicates with
students
Here I am explaining
the vocabulary words
of this book to Nick so
that he will understand
while he is reading.
Nick makes text-to-self
and text-to-world
connections, on his
own, using what he
does know about some
of the words.
3B - Candidate demonstrates
questioning and Discussion Techniques
In this video, Nick
and I echo read a
book. We are
practicing fluency.
At the end, I ask
Nick questions about
the book. He also
adds his own
discussion points,
and we think about
and discuss how the
other characters
feel.
3C - Candidate engages Students
in Learning
Virtually all students are
intellectually engaged in
challenging content through well-
designed learning tasks and
suitable scaffolding by the teacher
and fully aligned with the
instructional outcomes.
• In addition, there is evidence of
some student initiation of inquiry
and of student contribution to the
exploration of important content.
• The pacing of the lesson provides
students the time needed to
intellectually engage with and
reflect upon their learning and to
consolidate their understanding.
• Students may have some choice
in how they complete tasks and
may serve as resources for one
another.
3D -Candidate uses Assessment
in Instruction
Here you can see me
administering a virtual
running record, and
giving some feedback
to one my students.
I gave each student a
running record and a
sight word assessment
to gauge progress and
inform learning.
3E - Demonstrating
Flexibility and
Responsiveness
Jimmy is not a motivated student.
He is ashamed of the fact that he
struggles in reading and writing, and
he does not want to try very hard.
Also, he gets bored easily and, as
time goes on, stops putting in effort.
In our first session, Jimmy
mentioned to me in his first session
that he doesn’t like to read and
write, he prefers building and music.
For this reason, here are some of
the books that I chose to try and
help motivate Jimmy. For the most
part, it was a successful approach.
Strategies Used
Reading Interest Inventory
Phonemic Awareness Test
Readinga-z Running Records & Leveled texts
Fry’s Sight Word Lists
Sight word flash cards
Jan Richardson’s Making Words
Repeated Readings
Echo Reading
Jan Richardson Comprehension Strategies
Five Finger Retell
Green & Yellow Questions
Word Decoding Strategies
Writing Strategy: C.O.P.S. (Captitalization, Overall Appearance, Punctuation,
Spelling)
