Case Study

Classroom Case Study
Ben Hiromura
Step 1-Topic: Making Inferences
Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
Common Core State Standards
CCSS.ELA-LITERACY.W.5.8
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Step 2-Grouping:
Group
The
Pythagoreans
Auggie
Julian
Kara
Jonathan
Lisa
David
Comments The above group
demonstrates a
Benchmark Placement
range of Level R to
Level S (Fountas &
Pinnell). At the top of
the group is Auggie,
who is reading one
F&P level above each
of her group mates
Grouping for Mr. Hiromuras Fifth Grade Class

The Socratics
The Sophists
The Stoics
Jordan
Luke
Robert
Jennifer
Elias
Donna
Sarah
Mary
Patrick
Troy
Ernie
Beth
Farah
Jack
Carrie
Diana
The above group
demonstrates a
Benchmark Placement
range of Level P to
Level R (Fountas &
the group is Jennifer,
who reads at the
highest independent
and instructional levels
The above group

demonstrates a
Benchmark Placement
range of Level S to
Level V (Fountas &
Pinnell). This is the
widest reading level
range of all five
groups. The biggest
problem this presents
The above group

demonstrates a
Benchmark
Placement range of
Level U to Level W
(Fountas & Pinnell).
At the top of the
group is Robert who
is reading at least
one F&P level higher
The Epicureans
Vera
Helen
Michael
Jerry
The above group

demonstrates a
Benchmark Placement
range of Level X to
Level Z (Fountas &
this group, I will look to
Vera to lead through
modeling strong
comprehension and

Ben Hiromura
Starting
Level
both independently
and instructionally.
However, she seems to
be struggling with
comprehension and
slightly with reading
accuracy. Thus I
believe she will work
well with both Julian
and Kara, who display
superb
comprehension scores
just one level below
Auggie. I see these
three pushing each
other into the High S
range with strong
fluency and
comprehension skills.
Jonathan, Lisa, and
David will need to pay
close attention to the
text and work
thoroughly on their
comprehension skills
in order to read at a
higher F&P level. I will
monitor David, as his
low fluency score
could effect dearly his
progression in this
group.
of anyone in the group.

Despite this, she
demonstrates a low
level of comprehension
at these levels, as well
as a low fluency score.
Thus, I chose her to
lead a group of lower
level readers, who have
strong comprehension
scores and fluency
levels, so she can focus
intensely on lowerlevel text, gain
confidence in her
reading abilities, and
help the others levelup. One concern in this
group is Diana, who
displays low
comprehension and
fluency at Level P. She
may struggle to keep
up with the group
discussion. I will
continue to monitor
her progress, and
hopefully she will
benefit from the
collaborative efforts of
her peers as they all try
to become better
readers.
is in the selection of
text. At the top of the
group is Luke, who
reads independently
and instructionally
above each of his
group mates, but
shows abysmal
comprehension and
fluency scores. In my
opinion, it would suit
him well to read below
his benchmark
placement in order to
work on really
wrestling with the
text. Elias and Mary
will be central features
in pushing Luke to
better comprehend
the text, as their
comprehension scores
are high on text just
below Luke's level.
Despite all this, I will
be counting on Ernie,
Jack, and Jordan, to
improve the overall
fluency of the top
three. I will have to
monitor this group as
a whole, as it has
many working parts.
both independently
and instructionally,
but is sorely lacking
in comprehension
and fluency. Thus, I
believe Donna and
Carrie will keep the
group on task with
their high
comprehension and
fluency scores. I
think Carrie is ready
to work with a group
that is reading above
her benchmark
placement level
because of her
strong grasp of Level
U text. I think Beth
and Patrick will be
able to work well
together as they are
at the same
accuracy, fluency,
and comprehension
levels with V text. I
will monitor this
group in hopes of
elevating
comprehension
abilities.
reading fluency. I
believe Helen and
Michael will be working
at around the same
level. Even though
Michael is one level
higher than Helen in
independent and
instructional reading,
Helen demonstrates
high comprehension
and thus is ready to
challenge those at Level
Y. My main concern in
this group is the
disparity between Jerry
and Vera. Jerry, in my
opinion, is a "mediumlevel X" because his
comprehension is goodnot-great, and his
fluency score is 0. I
decided to bring him up
for two reasons, 1)
logistically this group
needed another person,
and 2) he could really
benefit from working
with this high-achieving
group. I will monitor
his progress to see if he
should be moved to the
"Stoics" group.
Level SSuch a selection will

meet Auggie, Julian,
and Kara at their
Level QAs my lowest reading

group, I must be
cognizant of pushing
Level TThis group truly

presents a problem
in book selection
Level VThis level text is

right in the middle
of the high and low
Level Z
As my highest reading
level group, I aim to
push these four

Ben Hiromura
current level, while
challenging
Jonathan, Lisa, and
David within reason.
these students past

frustrational level.
This level book is
right at the
instructional level of
each group member.
due to its wide range

of reading levels.
This level book is
right in between the
top and bottom
performers in the
group. It will act as a
perfect intersection
of reading skill.
reading levels in
the group. Since
this group is pretty
homogeneous, this
text will provide a
strong foundation
for these students
to dive fully into
the story.
students to intimately
grapple with text and
prepare for upper
grades by solidifying
their reading
fundamentals (i.e.
vocabulary, fluency,
literary devices,
quoting accurately,
etc).
Step 3-Classroom Schedule:

Monday
Time
Activity
Scaffolding
15 Minutes
20 Minutes
Read Aloud- (Daily 5- listen to someone read)

Pair Reading- (Daily Five- read to someone else)
15 Minutes
Word Work- (Daily Five- word study)
Modeled Reading
Guided ReadingThe Pythagoreans
Mini-lesson
20 Minutes
Independent Reading- (Daily Five- read to

oneself)
Writing- (Daily Five- writing)
Guided ReadingThe Socratics

Modeled Writing
20 Minutes
Tuesday
Time
Activity
Scaffolding
15 Minutes
20 Minutes

15 Minutes
Modeled Reading
Guided ReadingThe Sophists
Mini-lesson
20 Minutes

oneself)
Guided ReadingThe Stoics

Modeled Writing
20 Minutes

Ben Hiromura
Wednesday
Time
Activity
Scaffolding
15 Minutes
20 Minutes

15 Minutes
Modeled Reading
Guided ReadingThe Epicureans
Mini-lesson
20 Minutes

oneself)
Guided ReadingThe Pythagoreans

Shared Writing
20 Minutes
Thursday
Time
Activity
Scaffolding
15 Minutes
20 Minutes

15 Minutes
Modeled Reading
Guided ReadingThe Socratics
Mini-lesson
20 Minutes

oneself)
Guided ReadingThe Sophists

Shared Writing
20 Minutes
Friday
Time
Activity
Scaffolding
15 Minutes
20 Minutes

15 Minutes
Modeled Reading
Guided ReadingThe Stoics
Mini-lesson
20 Minutes

oneself)
Guided ReadingThe Epicureans

Independent Writing
20 Minutes
Step 4-Text Set:

Ben Hiromura
*All texts selected because of revelance to larger topic of Civil Rights, level appropriateness using Fountas & Pinnell Benchmark
Assessment System, the Lexile Framework, and Scholastic.com
The Socratics (Level Q)
*Davidson, M. (1986). I have a dream: The story of Martin Luther King. New York: Scholastic.
I Have A Dream: The Story of Martin Luther King
By Margaret Davidson
Lexile 680L
Biography
-This book has a very concrete topic and is written in a familiar genre with a relatively low Lexile.
The Pythagoreans (Level S)
*Taylor, M. D., Hays, M., & Juvenile Collection (Library of Congress). (1987). The Gold Cadillac. New York: Dial Books for Young
Readers.
The Gold Cadillac
By Mildred Taylor
Lexile 650L
Historical Fiction
-Though this F&P level is high, the lexile score is low for Grade 5, making it an accesible text for all involved.
The Sophists (Level T)
*Armstrong, W. H., & Barkley, J. (1969). Sounder. New York: Harper & Row.
Sounder
By William Howard Armstrong
Lexile 900L
Historical /Realistic Fiction
-This book has a high Lexile, which will challenge both high and low students, and the story line is engaging.
The Stoics (Level V)
*Scattergood, A. (2012). Glory be. New York: Scholastic Press.
Glory Be
By Augusta Scattergood
Lexile 680L
Historical Fiction
-Though this is an easy read, the content and literary artwork provide for a potent literary analysis.

Ben Hiromura
The Epicureans (Level Z)
* Freedman, R. (2006). Freedom walkers: The story of the Montgomery bus boycott. New York: Holiday House.
Freedom Walkers: The Story of the Montgomery Bus Boycott
By Russell Freedman
Lexile- 1110L
Expository- Nonfiction
*Text selected
-This book is both difficult and informative, challenging these high-achievers to become even better readers.
Whole Class- Read Aloud (Level T)
*Williams-Garcia, R. (2010). One crazy summer. New York: Amistad.
One Crazy Summer
By Rita Williams-Garcia
Lexile- 760L
Historical Fiction
Daily Plans:

Ben Hiromura
Week 1: Monday
Common Core
State Standards +
Anchor Standard
for the WeekMetacognitive
Strategy:
Making Inferences
Whole ClassRead Aloud

(15 Minutes)
Teacher:
-Introduce the BookOne Crazy Summer
By Rita WilliamsGarcia
(Level T, 760L)
-Read inside cover-Lead Think Aloud Delphine
(11 y.o.);
Mother
abandoned her;
Two Sisters;
Father and Big
Ma send them
away;
Oakland, CA
Week 1: Tuesday
1.) CCSS.ELALITERACY.CCRA.R.1
Read closely to determine
what the text says
explicitly and to make
logical inferences from it;
cite specific textual
evidence when writing or
speaking to support
conclusions drawn from
the text.
Week 1: Wednesday
2.) CCSS.ELALITERACY.RI.5.1
Quote accurately from a
text when explaining
what the text says
explicitly and when
drawing inferences
from the text.

(15 Minutes)
Teacher:
-Minilesson: InferencesClue from the story
Hint that the author
does not say directly
Pay attention to the
details
Use background
information/experience
to picture the scene
Be a detective and SEE
what is not there!
-Read to Page 12-

(15 Minutes)
Teacher:
-Minilesson-How Quotes Support
Inference
Construction-
Students:
-Make Connections to
Self
-Note Taking
-Read ArticleIn Memory of Doctor

King
By Rachelle Kreisman
ReadWorks.com
Week 1: Thursday
3.) CCSS.ELALITERACY.W.5.8
Recall relevant
information from
experiences or gather
relevant information
from print and digital
sources; summarize or
paraphrase information
in notes and finished
work, and provide a list
of sources.
(15 Minutes)
Teacher:
-Read to Page 30-
Week 1: Friday
-Write on board:
What can you infer
about Mamas
personality?
-Write on board:
What can you infer
about Delphines
personality?
Students:
-Find quote from Read
Aloud (paraphrase) that
might answer the
question
Students:
-Find quote from Read
Aloud (paraphrase) that
might answer the
question
-Write on board:
How did the civil rights
laws make sure that
Assessment:
people were treated
-Active note-taking
equally?
(will be necessary for
Writing Block)

(15 Minutes)
Teacher:
-Read to Page 49-
Assessment:
-Active note-taking
Writing Block)

Ben Hiromura
(1968);
Strange
visitors;
The Black
Panthers?
(explicit information
gatheringfoundation for
inferences)
(Practice quick, one-word

reminders while
listening)
i.e. airplanes reminds
me that the book talks
about flying somewhere,
which made me
remember the time I flew
to
Students:
Draw picture of
Setting and Characters
(with labels)
Assessment:
-Active note-taking
Writing Block)
Assessment:
-Participation in
Think Aloud
-On-Task during
drawing
-Completion of
drawing
Students:
-Find quote from
passage that might
answer this question
(article on SMART
board)
Assessment:
-Active note-taking
Writing Block)
Tiered Activities
At-Level:
-Listen to recording of
my reading OR
professional reading (if
available);
-Second listen will give
students the opportunity
to formulate better
quotation.
Extra Assistance:
-Students will receive
photocopy of text while I
read aloud;
-They will be able to
highlight and underline
as they please.
Extra Challenge:
-Students will be
expected to infer what
Mamas personality IS
NOT from the text;
-Students will cite one
quote.

Ben Hiromura
Pairs/Small Group- Pairs/Small GroupPeer Reading
Peer Reading
(20 minutes)
(20 minutes)
Pairs/Small GroupPeer Reading

(20 minutes)

(20 minutes)

(20 minutes)
Guided Reading #1
Activity:
-Book introduction
The Gold Cadillac
Guided Reading #3
Guided Reading #5
Guided Reading #2
Guided Reading #4
Book Buddies
*Students will read to
one-another for eight
minutes each;
*The students being readto will then summarize
the reading and tell the
reader the main things
he/she learned
Rapid Fire
*Students will read the
same text for fifteen
minutes at a time;
*In whisper voice,
students can stop at any
time, prompting the
other student to pick up
again;
*Students will spend
the last five minutes
summarizing the
reading
Book Buddies
*Students will read to
one-another for eight
minutes each;
*The students being
read-to will then
summarize the reading
and tell the reader the
main things he/she
learned
Rapid Fire
*Students will read the
same text for fifteen
minutes at a time;
*In whisper voice,
students can stop at any
time, prompting the
other student to pick up
again;
summarizing the
reading
*What can we infer

from the Title Page?
-Title
-Illustration
*What is the setting of
the story?
-Concrete details
-First few pages
Rapid Fire
*Students will read
the same text for
fifteen minutes at a
time;
*In whisper voice,
students can stop at
any time, prompting
the other student to
pick up again;
summarizing the
reading
Assessment
Assessment
* Self and peer evaluation
tallies in reading
notebook
Assessment
* Self and peer
Assessment
* Self and peer
evaluation tallies in
reading notebook
Assessment
* Self and peer

Ben Hiromura
* Self and peer
reading notebook
reading notebook
reading notebook
Whole ClassWord Work

(15 Minutes)

(15 Minutes)

(15 Minutes)

(15 Minutes)
-IntroductionTerms of FocusJus/Jud/Jur
*Injustice
*Prejudice
*Judge
*Jury
*Injury
-ContinuationWord Map
*Using words on board,
link the vocab words with
related terms or short
explanations
Tier Two Words

-Civil Rights
*Oppress
*Protest
*Abolish
*Fight
-ContinuationGraphic Organizer
*Figurative meaning
*Literal meaning

(15 Minutes)
Assessment
Vocabulary Quiz
Tiered Activities
At-Level:
-Expected to spell
words correctly
Extra Assistance:
-Students will match
affixes to root words
Extra Challenge:
-Students will be
expected spell the
words correctly and
define them

Ben Hiromura
Individual WorkIndependent Read
(20 Minutes)

(20 Minutes)

(20 Minutes)

(20 Minutes)

(20 Minutes)
Guided Reading #2
Guided Reading #4
Guided Reading #1
Guided Reading #3
Guided Reading #5
Read and Respond

*3 Questions
*Short Summary
*2 Connections
*How student felt
after reading
Read and Respond

*3 Questions
*Short Summary
*2 Connections
*How student felt after
reading
Read and Respond

*3 Questions
*Short Summary
*2 Connections
reading
Read and Respond

*3 Questions
*Short Summary
*2 Connections
reading
Read and Respond

*3 Questions
*Short Summary
*2 Connections
reading
Assessment
*Full Sentences
*Logged work each
day
Assessment
*Full Sentences
*Logged work each day
Assessment
*Full Sentences
Assessment
*Full Sentences
Assessment
*Full Sentences
Whole ClassModeled Writing

(20 minutes)
Teacher:
-Show pre-drawn
picture;
-Write summary about
scene;
-Point out inferences
*About character
(thoughts, feelings,
personality);
*About scene (details,
Whole ClassModeled Writing

(20 minutes)
Teacher:
Parts of a Summary
-Attention Grabber
-Context (title & author)
-Point #1 (connection)
-Explanation
(1-2 sentences)
-This matters to me
because
-I learned
Whole ClassPair Writing

(20 minutes)
Teacher:
Floating Guidance
-Address questions;
-Maintain on-task
behavior;
-Question student work
Whole ClassPair Writing

(20 minutes)
Teacher:
Floating Guidance
-Address questions;
-Maintain on-task
behavior;
Whole ClassIndependent
Writing
(20 minutes)
Teacher:
Floating Guidance
-Address questions;
-Maintain on-task
behavior;
Students:
Students:
-Collaborative summary -Collaborative summary
-Respond to Essential
Students:
-Individually

Ben Hiromura
feel, color, tone).
Students:
-Craft short summary,
five sentences each
1.) I drew
2.) because
Assessment:
-Completion of work
to designated
specifications.
-Write summary of
Text-to-Self connections
(Incorporate vocabulary
words)
Students:
-Craft one-paragraph
summary
Assessment:
-Completion of work to
designated specifications.
Question:
How did the civil rights
laws make sure that
people were treated
equally?
Assessment:
designated
specifications.
Question:
What can you infer
about Mamas
personality?
Assessment:
designated
specifications.
Question:
What can you infer
about Delphines
personality?
Assessment:
designated
specifications.
Tiered Activities
At-Level:
-Students expected to
have Parts of
Summary, with
cohesive full sentences
Extra Assistance:
-Students will have a
list of helpful quotes
presented to them
Extra Challenge:
-Students will be
expected to incorporate
vocabulary words into
cohesive summary.

Ben Hiromura
Step 7- Bibliography:
English Language Arts Standards Writing Grade 5. (n.d.). Home. Retrieved May 5, 2014, from
http://www.corestandards.org/ELA-Literacy/W/5/
*I used this site in order to guide my practice by analyzing what exactly I want my students to be able to do.
Kreisman, R. (n.d.). ReadWorks.org | In Memory of Dr. King. ReadWorks.org. Retrieved May 5, 2014, from
https://www.readworks.org/passages/memory-dr-king
*I used this resource in order to fulfill the Common Core expository text standard regarding quotations and inferences;
*This resource also gave me the much needed Essential Question which will guide my students listening.
Leveling Chart | Scholastic Guided Reading Program for the Classroom. (n.d.). Leveling Chart | Scholastic Guided Reading
Program for the Classroom. Retrieved May 5, 2014, from
http://teacher.scholastic.com/products/guidedreading/leveling_chart.htm
*I found my texts through this online portal which allowed me to search by F&P benchmark level;
*After narrowing the text range I was able to find books on the topic I wanted.
Level Books With Book Wizard: Find Books by Reading Level, Topic, Genre | Scholastic.com. (n.d.). Scholastic Teachers.
Retrieved May 5, 2014, from http://www.scholastic.com/bookwizard/
*This website gave me the much needed author, F&P level, Lexile, and genre information for each book.
Tompkins, G. E. (2010). Becoming an effective literacy teacher. Literacy in the middle grades: teaching reading and
writing to fourth through eighth graders (). Fresno, California: Pearson Education, Inc.
*The textbook guided me in generating a balanced literacy block that had differentiated instruction and multi-modal
classroom instruction.

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Classroom Case Study

Comments The above group

Grouping for Mr. Hiromuras Fifth Grade Class

The above group

The above group

The above group

Classroom Case Study

of anyone in the group.

Level SSuch a selection will

Level QAs my lowest reading

Level TThis group truly

Level VThis level text is

Classroom Case Study

these students past

due to its wide range

Step 3-Classroom Schedule:

Read Aloud- (Daily 5- listen to someone read)

Word Work- (Daily Five- word study)

Independent Reading- (Daily Five- read to

Guided ReadingThe Socratics

Read Aloud- (Daily 5- listen to someone read)

Word Work- (Daily Five- word study)

Independent Reading- (Daily Five- read to

Guided ReadingThe Stoics

Classroom Case Study

Read Aloud- (Daily 5- listen to someone read)

Word Work- (Daily Five- word study)

Independent Reading- (Daily Five- read to

Guided ReadingThe Pythagoreans

Read Aloud- (Daily 5- listen to someone read)

Word Work- (Daily Five- word study)

Independent Reading- (Daily Five- read to

Guided ReadingThe Sophists

Read Aloud- (Daily 5- listen to someone read)

Word Work- (Daily Five- word study)

Independent Reading- (Daily Five- read to

Guided ReadingThe Epicureans

Classroom Case Study

Classroom Case Study

Classroom Case Study

Whole ClassRead Aloud

Whole ClassRead Aloud

Whole ClassRead Aloud

-Read ArticleIn Memory of Doctor

Whole ClassRead Aloud

Classroom Case Study

(Practice quick, one-word

Classroom Case Study

Pairs/Small GroupPeer Reading

Pairs/Small GroupPeer Reading

Pairs/Small GroupPeer Reading

*What can we infer

Classroom Case Study

Whole ClassWord Work

Whole ClassWord Work

Whole ClassWord Work

Whole ClassWord Work

Tier Two Words

Whole ClassWord Work

Classroom Case Study

Individual WorkIndependent Read

Individual WorkIndependent Read