Instructional DesignBy: 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!!