Case+Study+Assignment


 * Interview-based Case Study of a Reader/Writer **

Look closely at one student in one of the classes you are working with, interview him/her, collect evidence/data and then, in a 10-15 page paper, discuss the following:

//__Section One: General Information __//  of formal school setting
 * Name/pseudonym, grade, age
 * Short summary/narrative of background information:
 * Description of your student’s family and cultural background
 * Description of the student: how your student looks physically, how s/he behaves in class, and how s/he behaves among peers outside

//__Section Two: Investigate the Literacy Background and Current Literacy practices of stude __////nt. //

You need to have at least three sources of data (You must do interviews, then choose two other sources)
 * An event involving your student that gives us insight into your student’s attitudes towards reading
 * An event involving your student that gives us insight into your student’s attitudes toward writing
 * Data collected that revealed information about the student’s literacy background/past experiences, literacy attitudes


 * 1. Interviews (write about it in your writing course blog)
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">2. Observations
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">3. Documents/Quizzes/Assignments
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">4. Surveys, questionnaires, inventories
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">5. Diagnostic tests (to test for comprehension, fluency, decoding, etc.)
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">6. Writing prompts
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Current ability to relate to literacy and learning in and out of school
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Assessment of this student’s current reading abilities and struggles
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Assessment of this student’s current writing abilities and struggles
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Assessment of how reading and writing transact with one other for this student

//__<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Section Three: Revelations and Recommendations __//
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Based on the readings from class and ideas we’ve discussed, what are your ideas, assumptions, and hypothesis about:
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">The role of literacy in this student’s life
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">What areas does the student needs to work on to strengthen his or her literacy skills?
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">In what ways a teacher could better support this student’s learning? **This should include specific strategies, books, activities, assessments etc.**
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">What is your evidence for these claims?

//__<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Section Four: Lingering Questions __//
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">After gathering this data, what questions do you now have?
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">How these observations inform/work against the ideas we've read about this semester?

//__<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">General Paper Requirements __//
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">The paper must be 10-15 pages in length, not including cover page and reference page
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">You must include //at least// 3 sources from LLED 4030 **and** 3 sources from LLED 4450
 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Use APA format

**<span style="font-family: Arial,sans-serif;">Grading Rubric for the Interview-Based Case Study of a Reader/Writer **
 * || ** Clear, consistent, convincing evidence **  ||  ** Sufficient evidence **  ||   **Limited evidence**   ||  ** Little or no evidence **  ||
 * ** General Information ** ||   Includes the name/pseudonym, grade and age of student

Includes a brief but thorough narrative of the student's cultural and family background that makes clear the elements important to understanding this student

Includes a clear and thorough description of the student's physical appearance and behavior in class and out of class through brief anecdotes based on observations of this student throughout the semester  ||   Includes the name/pseudonym, grade and age of student

Includes a brief narrative of the student's cultural and family background that may or may not make clear the elements important to understanding this student

Includes a clear and thorough description of the student's physical appearance and behavior in class and out of class  ||   Includes the name/pseudonym, grade and age of student

Includes a narrative about the student's cultural and family background but fails to make clear the elements important to understanding this student

Includes a description of the student's physical appearance and behavior in class  ||   Includes the name/pseudonym, grade and age of student

May or may not include a narrative about the student's cultural and family background and fails to make clear the elements important to understanding this student

May or may not include a description of the student's physical appearance and behavior in class; difficult to see how the claims made connect to observations of this student throughout the semester  ||
 * ** Literacy background & current literacy Practices ** ||   Clearly describes an event involving the student that gives insight into his or her attitudes towards reading

Clearly describes an event involving the student that gives insight into his or her attitudes towards writing

Includes data from more than three sources that reveals understandings about the student’s literacy skills, including that gathered from formal and informal assessments, interviews and observations

Clearly describes the student's background/past experiences and literacy attitudes; evidence of discussion and understanding of the student's literary history

Thoroughly and deeply discusses the student's current ability to relate to literacy and learning in and out of school

Includes a thorough assessment of this student’s current reading abilities and struggles based on readings and activities from class

Includes a thorough assessment of this student’s current writing abilities and struggles based on readings and activities from class

Includes a thorough assessment of how reading and writing transact for this student based on readings and activities from class  ||   Describes an event involving the student that gives insight into his or her attitudes towards reading

Describes an event involving the student that gives insight into his or her attitudes towards writing

Includes data from three sources that reveals understandings about the student’s literacy skills

Describes the student's background/past experiences and literacy attitudes, includes some evidence of an understanding of the student's literary history

Discusses the student's current ability to relate to literacy and learning in and out of school

Includes an assessment of this student’s current reading abilities and struggles based on activities from class

Includes an assessment of this student’s current writing abilities and struggles based on activities from class

Includes an assessment of how reading and writing transact for this student based on activities from class  ||   Somewhat describes an event involving the student that gives insight into his or her attitudes towards reading

Somewhat describes an event involving the student that gives insight into his or her attitudes towards writing

Includes data from at least two sources that reveals understandings about the student’s literacy skills, and/but it may be unclear where the TC found this information

Somewhat describes the student's background/past experiences and literacy attitudes; limited evidence of discussion and understanding of the student's literary history

Begins to discuss the student's current ability to relate to literacy and learning in and out of school

Includes an assessment of this student’s current reading abilities and struggles but is not based on readings and activities from class

Includes an assessment of this student’s current writing abilities and struggles but is not based on readings and activities from class

Includes an assessment of how reading and writing transact for this student but is not based on readings and activities from class  ||   Does not clearly or thoroughly describe an event involving the student that gives insight into his or her attitudes towards reading

Does not clearly or thoroughly describe an event involving the student that gives insight into his or her attitudes towards writing

Includes some brief understandings about the student’s literacy skills, but it is unclear where the TC found this information

Begins to describe the student's background/past experiences and literacy attitudes; limited or no evidence of discussion and understanding of the student's literary history

Little or no discussion of the student's current ability to relate to literacy and learning in and out of school

May or may not include an assessment of this student’s current reading abilities and struggles with limited discussion or evidence

May or may not include an assessment of this student’s current writing abilities and struggles with limited discussion or evidence

May or may not include an assessment of how reading and writing transact for this student with limited discussion or evidence  ||
 * ** Revelations & recommendations ** ||   Clearly and thoroughly describes ideas, assumptions and hypotheses about the role of literacy in this student’s life based on observations and research

Gives solid and well-researched recommendations about the areas the student needs to work on to strengthen his or her literacy skills

Discusses recommendations for teachers seeking to better support this student’s learning

Includes anecdotal, formal and informal assessment data that provides evidence for these claims and research that backs up these claims

||  Clearly describes ideas, assumptions and hypotheses about the role of literacy in this student’s life based on observations and research, but not as thorough as it could be

Gives solid recommendations about the areas the student needs to work on to strengthen his or her literacy skills

Discusses recommendations for teachers seeking to better support this student’s learning, but lacks depth

Includes anecdotal, formal and informal assessment data that provides evidence for these claims but no research  ||   Describes ideas, assumptions and hypotheses about the role of literacy in this student’s life based on observations and/or research but lacks clarity and depth

Gives some recommendations about the areas the student needs to work on to strengthen his or her literacy skills

Begins to discuss and/or share recommendations for teachers seeking to better support this student’s learning

Includes limited anecdotal, formal and/or informal assessment data that provides evidence for these claims but fails to include research that backs up these claims  ||   Fails to clearly and thoroughly describe ideas, assumptions and hypotheses about the role of literacy in this student’s life based on observations and/or research

Gives weak or inaccurate recommendations about the areas the student needs to work on to strengthen his or her literacy skills

Fails to discuss or share recommendations for teachers seeking to better support this student’s learning

Includes limited or no anecdotal, formal and informal assessment data that provides evidence for these claims and fails to provide research that backs up these claims  ||
 * ** Lingering questions ** ||   After gathering this data and making recommendations, the TC is able to clearly and professionally discuss other questions he or she may now have

TC discusses how these observations inform/work against the ideas we've read about this semester in a sophisticated and thoughtful manner  ||   After gathering this data and making recommendations, the TC is able to discuss other questions he or she may now have

TC discusses how these observations inform/work against the ideas we've read about this semester  ||   After gathering this data and making recommendations, the TC discusses other questions he or she may now have, but does not do so clearly and/or professionally

TC provides limited discussion about how these observations inform/work against the ideas we've read about this semester  ||   After gathering this data and making recommendations, the TC fails to discuss other questions he or she may now have in a clear and/or professional manner

TC fails to discuss how these observations inform/work against the ideas we've read about this semester in a sophisticated and thoughtful manner  || ** Product ** ||   Completed and turned in on time
 * ** Overall **

Meets page length and source requirements

Consistent APA formatting and citations

Few, if any, misspellings, grammar errors and/or erroneously placed pieces of punctuation

Overall product represents professional and in-depth observation, reflection, and writing  ||   Completed and turned in on time

Meets page length and source requirements

Basically consistent APA formatting and citations

A few misspellings, grammar errors and/or erroneously placed pieces of punctuation

Overall product basically represents professional and in-depth observation, reflection, and writing  ||   Completed and turned in on time

Meets either page length or source requirements but not both

Basically consistent APA formatting and citations but includes noticeable errors

Misspellings, grammar errors and/or erroneously placed pieces of punctuation

Overall product reflects some effort, but fails to represents professional and in-depth observation, reflection, and writing  ||   Completed and turned in on time

Does not meet page length or source requirements

Not consistent APA formatting and citations and/or includes noticeable errors

Misspellings, grammar errors and/or erroneously placed pieces of punctuation

Overall product fails to represents professional and in-depth observation, reflection, and writing  ||

**<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Interview Field Report for Case Study of a Reader/Writer **

<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">You will need to interview the student you’ve chosen to study at least three times for this project. Complete a “field report” for each interview/visit. These visits should be spaced at least one week a part, so that you are able to get a sense of the literacy practices the student is engaged in over a period of one month.

<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Date of interview:
 * || **<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">In school . . . ** || **<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Out of school . . . ** ||
 * **<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">What kinds of reading have you done in the last few days/week? Include both traditional, and “new literacies”: FB, texting, gaming, etc. ** ||  ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">What kinds of writing have you worked on in the last few days/week? Include both traditional, and “new literacies”: FB, texting, gaming, etc. ** ||  ||   ||