EDR 1

51:

FINAL

CASE

PRESEN

TATI

ON

LOP E Z

, L E A

PO

L L E E N

SAI MAERI JOMMEL ROMERO

C A S E P R O F I L E

Nickname SaiBirthday September 2, 2004Age 7 years oldGradeIncoming Grade 2School Holy Infant

Academy

STRENGTH

S AND

NEEDS

AN

D I

NI T

I AL R

E ME D

I AL P

L AN

BEHAVIORAL AND ORAL LANGUAGE DEVELOPMENT

S T R E N G T H S

o Conscientious worker

o Does not easily give up on tasks

o Can fluently speak in Filipino

N E E D S

To develop “Personal” function of Oral Language development

LETTER KNOWLEDGE

S T R E N G T H S

o Can write all uppercase and lowercase letters (except Nn and Ng)

o Can identify uppercase and lowercase letters when named

o Can match uppercase and lowercase letters

N E E D S

Needs to master all letters of the alphabet (especially Nn and Ng)

Needs to memorize all letters of the alphabet (not in order)

INITIAL REMEDIAL PLAN

Letter Knowledge Component

Goal/s Methods and Materials

Medium of Instruction

Memorize all letters of the alphabet, including Nn, Ng Master all letters of the alphabet (to avoid confusions between letters) for the student to be able to automatically identify letters, even if these letters are not in order

GamesFlashcardsDrillsWorksheets

English

PHONOLOGICAL/ PHONEMIC AWARENESS

S T R E N G T H S

o Can accurately segment words into syllables

o Can accurately detect and match initial sounds

o Can associate some sounds with letters

N E E D S

To learn how to segment phonemes in a word

To memorize all letter sounds

To learn how to identify middle and ending sounds in a word

INITIAL REMEDIAL PLAN

Phonological/Phonemic Awareness Component

Goal/s Methods and Materials

Medium of Instruction

Memorize all letter sounds Be more familiar with variety of letter sounds in English language

Blend sounds (digraphs) To be able to segment phonemes in words To be able to easily identify middle and ending sounds

GamesFlashcardsDrillsWorksheets

English

SPELLING

S T R E N G T H S

o Can accurately spell words with CVC pattern

o Can spell words by focusing on sound

N E E D S

To master/be familiarized with multisyllabic words

To master/be familiarized with digraphs

INITIAL REMEDIAL PLAN

Spelling Component

Goal/s Methods and Materials

Medium of Instruction

To be able to spell words more accurately To be able to spell multisyllabic words

DrillsWorksheetsGame

English

DECODING AND ORAL READING FLUENCY

S T R E N G T H S

o Can read some words automatically

o Does not ignore punctuations when reading: knows when to stop

N E E D S

To learn more words to be able to read texts appropriate to age and level

To be more exposed to reading materials

To practice oral reading

INITIAL REMEDIAL PLAN

Decoding and Oral Lang. Fluency Component

Goal/s Methods and Materials

Medium of Instruction

To be able to read words by blending sounds To be able to read words accurately (at instructional or independent level) in first grade passages/words

To be able to read passages (at least in instructional level) in the first grade

FlashcardsWorksheetsShort texts

English

HANDWRITING AND WRITTEN EXPRESSION

S T R E N G T H S

o Good directionality in writing: writes from left to right, top to bottom

N E E D S

To be able to express ideas into words

To be able to write sentences

INITIAL REMEDIAL PLAN

Written Expression Component

Goal/s Methods and Materials

Medium of Instruction

To be able to transcribe ideas through words To be able to respond to text by answering engagement activities

(From storytelling session in Listening Comprehension component)Engagement Activities

Filipino

INITIAL REMEDIAL PLAN

Listening Comprehension Component

Goal/s Methods and Materials

Medium of Instruction

To be able to have a deeper comprehension of a text by answering literal, inferential, evaluative, integrative and creative questions To be able to verbalize feelings and ideas about the story read

Storybooks

Storytelling sessions, GPU discussionEngagement activities

Filipino

REVISED

REMEDIAL P

LAN

REVISED REMEDIAL PLANComponent Methods and

MaterialsReasons

Letter KnowledgePhonological/Phonemic Awareness

Teach different word patternsFinger Twister boardLetter cardsFlashcardsWord Sorts

Student is at pre-primer level for word recognition

Spelling Finger Twister boardSpell words first, then phrase, then sentence

Has difficulty reading and spelling multisyllabic words

Listening Comprehension

Storybooks, GPU Discussion, Engagement Activities

As breather for sessions; to inculcate deeper comprehension in reading texts

Decoding/Reading Reading listShort texts

To let child practice reading short texts alone

SUMMARY OF

PROGRESS

AT THE END OF THE PROGRAM

S T U D E N T C A N :

o Segment phonemes in words

o Can spell multisyllabic words and unfamiliar words (with the aid of Finger Twister board)

o Can answer different levels of questions (comprehension)

o Can read short texts on her own

S T U D E N T N E E D S

To work on being more careful in spelling words with digraphs

To work on familiarizing oneself with the placement of sounds (either middle or end)

To be exposed to reading texts on her own and with others

To work on handwriting

Sai’s spelling inventory during assessment

Sai’s spelling tasks during the sessions

WORD SORT ACTIVITY AND ENGAGEMENT ACTIVITIES

RECOMMENDATIONS Practice lessons at home Read more texts and storybooks at home, preferably with someone

older (who is a good reader) Practice handwriting, spelling skills Teach more patterns in English language Practice answering some questions, activities after reading instead of

during Have her practice spelling with the use of Finger twister board When asking her to remember a certain pattern, ask her to draw

something that she can associate that pattern with She enjoys drawing and coloring activities, if she will be taught at

home it would be better if these activities were included so that she will not lose interest and it would also serve as a breather for her.